- Kay Diaz
- Feb 25, 2021
- 4 min read
Being risk-averse lawyers, readers of history, amateur political prognosticators, and heeders of science, we have come to Spain to live. The move’s justification is overdetermined by the Trump presidency, actuarial tables that make it absurd to call us “middle-aged,” and a desire to experience the Iberian Peninsula before climate change makes it inhospitable.
To hedge our bets still further, we decided to lay the groundwork to apply for Spanish citizenship, sadly aware that our rights as gay people could be stripped at any time in Donald Trump, Bill Barr, and Sam Alito’s America. Trump’s monstrous advisor Stephen Miller obviously reads history too.
Because my grandfather, Andrés Diaz, emigrated to the U.S. from Spain, we can apply for Spanish citizenship on an accelerated basis. Under Spain’s right-of-return doctrine, I can apply after one year of residency — instead of the standard ten years — and Kate, as my wife, can later follow. There have been many hurdles, not the least of which was locating my grandfather’s 1898 birth record in a small town in the northwest corner of Spain. We only succeeded because a mutual friend introduced us to Félix, a Spaniard stubborn in the best sense of the word, who took up the challenge as if it were his own, even naming the quest “Proyecto Andrés.” Félix put us in touch with a genealogical researcher who miraculously found the antiquated document in all its fountain-pen curlicue finery.
But we knew that the biggest hurdle for us on any prospective path to citizenship would be passing the Spanish proficiency exam, the “Diplomas de Español como Lengua Extranjera” (DELE). The exam is administered by the Cervantes Institute, a governmental body that promotes Spanish language and culture abroad. All applicants not from a Spanish-speaking country (read: former colony) must pass the exam. The name Diaz means nothing. Not for me, in terms of some genetic “feel” for the language, and not to the government of Spain (which is already gently correcting Kate and me on forms as Díaz, with an accent over the i).
Pre COVID-19, we had grand plans to attend Spanish classes four to six hours a day. On vacation in early 2019, we trudged around Madrid to visit nine prospective schools in a single afternoon. “A causa de COVID” — which we learned to say soon after our March 2020 arrival in Madrid — we had to set aside our plans for intense, immersive learning. Schools were offering online classes, but there was no way we were going to be talking heads in Brady Bunch boxes on Zoom or Skype four or more hours a day. We decided to focus on getting acclimated to Spain, albeit under lockdown conditions, and start studying on our own.
By mid-April, however, with Trump getting more authoritarian by the day, shock troops at the ready, we decided that we better sign up for online classes with an eye towards taking the language proficiency exam sooner rather than later — when, exactly, we weren’t sure as the exams had been put on hold “a causa de COVID.” We reasoned that if Trump were reelected there might be a rush of emigres from the U.S., so we’d better be ready when the Spanish government started administering the tests again.
Lilia, our brilliant and engaging teacher from trips we had taken to Mexico years prior, had laid a good foundation in our weary frames. Then, in the months before we left, the Duolingo app, Coffee Break Spanish podcasts, and the McGraw Hill Practice Makes Perfect textbooks had done their jobs well enough so that we could join an “A2” class, the minimum level of proficiency required for citizenship. With nervous, back-to-school excitement, we bought notebooks, pens, pencils, highlighters, and file cards to make the all-important flash cards.
On the first day of school, we selected our spaces in the apartment to set up our computers and log on — Kate in the bedroom, I in the kitchen. As soon as we signed in via Zoom at 4:50 pm, we knew we had made the right choice. Our twenty-something professor, Irene, had bright green eyes and a broad smile that lit up our screens. As a teacher, she was always on task and organized but friendly and patient — a rare and effective combination. Her professionalism and linguistic and pedagogical and skills struck me as remarkable.
Our classmates included a retired IT manager in Brooklyn who spoke French and Haitian Creole fluently and brought us news of the weather and politics in New York; a newlywed from California who had moved to Madrid with her husband for his job, and seemed to be dealing with the stress of learning a new language while looking for employment in a new country with humor and resolve; and a young former GI, now a budding actor in Georgia, who dreamed of visiting Spain one day. Others rotated in and out. All were grappling with COVID confinement. All were trying to make the best of a bad situation. And each had a strong personality. But the classes worked surprisingly well under Irene’s invisible but stronger hand.
At the start of class each day, Irene would say, “¡Hola chicos!,” which made Kate and I giggle because it has been a long time since we were chicas. “¿Qué tal?” We would then, in horrible, broken Spanish attempt to state what we had done after class the night before and before class that day. Given the Groundhog Day nature of life under lockdown, you’d think I would have gotten better at this particular exercise; and however inconsequential that seemed at first, this was a harbinger of how hard the DELE exam was going to be. Irene was preparing us.
©2021 Kay Diaz