Interview with Laia González Prat: English Teacher and Co-Designer of LaLaFolk

Teaching English through Catalan Traditions, and rural schools as a springboard for innovation

Laia Gonzàlez (right) and Genevieve Shaw (left)

 "Creating songs that connected English learning to Catalan culture felt like a dream come true—creative, musical, and meaningful. For me, the fact that nothing like it existed made it even more exciting."

Laia González Prat has been teaching English for almost two decades and is currently the director of ZER Vent d’Avall, a network of four rural schools in central Catalonia, Spain. She is also the co-designer of LaLaFolk, the pioneering project that later inspired LaLaOpenEdu. In this interview, Laia shares her experiences as a rural school teacher, cultural innovator, and collaborator in connecting language learning with Catalan traditions.

Q: Laia, can you start by telling us a bit about your background?

A: I’ve been teaching English for 18 years and have always loved both the language and sharing it with children. In Catalonia, kids grow up with multiple languages, and helping them add English as another tool for communication and creativity is wonderful.

As director of a rural school network, no two days are the same. I often travel between one, two, or three schools in a single day, teaching in short blocks. I don’t fully belong to a single team, but I bring fresh energy to every school I visit. It requires adaptability—and a lot of time alone in the car—but it also keeps the work exciting.

Q: How did you first get involved with the LaLaFolk project?

A: It started when you came to help at our school in Sant Martí. Having a native speaker felt like a gift, but we realized something was missing: children couldn’t talk about their own Catalan traditions in English. That discovery was a turning point.

Creating songs that connected English learning to Catalan culture felt like a dream come true—creative, musical, and meaningful. For me, the fact that nothing like it existed made it even more exciting.

"It also gave children from diverse backgrounds a chance to participate in Catalan culture through English. That dual connection—to language and to culture—was very powerful."

Q: Why did rural schools feel like the right place to start?

A: Rural schools are still very connected to traditions. Children celebrate the Christmas pooing log, Saint Jordi, and Chestnut Time with enthusiasm. This made it easy to link the songs to their daily lives.

Later, we adapted the material to work in larger, more diverse schools where not all families share Catalan traditions. In those cases, the project also introduces newcomers to local culture. I remember children from Morocco amazed at the tió—they couldn’t believe we hit a log with a stick and asked it to “poo” presents!

Q: Can you describe some memorable moments from the project?

A: The creative process stands out—afternoons at your house, drinking tea and shaping songs together. I also watched your evolution as a songwriter: at first you needed guidance but over time you found your own path and tested everything with the kids yourself.

The children’s reactions were wonderful. From the first trial, they engaged with the songs, gave feedback, and suggested changes. That collaboration made the songs truly theirs. Some they loved so much that during festivals we had to stop them from singing the same songs over and over!

Q: Did you notice any change in how children related to English—or to their own culture—through LaLaFolk?

A: Absolutely. Songs with gestures and dance, like the Carnaval King, fully engaged the children. They weren’t just learning English; they were living the traditions in a new way.

It also gave children from diverse backgrounds a chance to participate in Catalan culture through English. That dual connection—to language and to culture—was very powerful.

"Because the materials were created collaboratively with teachers and children, they carry motivation and authenticity. LaLaFolk shows that when teachers put their heart into materials, students feel it—and learning goes deeper."

Q: If you could dream big, where would you like to see LaLaFolk go?

A: I believe every child in Catalonia should experience this project. It’s designed for their participation and rooted in our culture, especially at a time when the Catalan language feels fragile.

While the curriculum asks us to teach the culture of English-speaking countries, LaLaFolk also allows us to bring our own traditions into the English classroom. It’s a beautiful meeting point.

Q: What role can rural schools play in innovation?

A: Rural schools can be a springboard for innovation, as they often need to do things differently from larger schools. Mixed-age groups are a huge strength—older students help younger ones, and sometimes the younger children surprise us by grasping concepts quickly.

Culturally, rural schools were once more strongly Catalan-speaking. That makes projects like LaLaFolk even more important: they reinforce cultural identity while teaching English in a natural, playful way.

Q: Would you recommend LaLaFolk to other schools?

A: Definitely. It’s a tool for learning English and celebrating Catalan traditions simultaneously. Because the materials were created collaboratively with teachers and children, they carry motivation and authenticity. LaLaFolk shows that when teachers put their heart into materials, students feel it—and learning goes deeper.