Can this help with Spanish homework and quizzes from my child's actual class?

Yes. You can bring the textbook chapter, vocabulary list or worksheet into the session and work through the specific structures being tested that week, rather than following a separate curriculum.

Will speaking to an AI actually improve my pronunciation and speaking grade?

Sessions are spoken, so you produce Spanish out loud and get immediate feedback on sounds, word stress and sentence rhythm. That practice targets the oral portions of a course — presentational and interpersonal speaking — which many students get little rehearsal time for in a class of thirty.

My child is stuck on preterite versus imperfect. How is that taught here?

Through narration practice rather than rule lists. You retell a short story aloud, and each verb choice is discussed as it comes up — whether it moves the story forward or sets the scene — until the distinction becomes a decision you make rather than a keyword you spot.

Is this appropriate for a heritage speaker who speaks Spanish at home but struggles in class?

Yes. Heritage speakers usually have strong listening and speaking ability but gaps in written accent placement, formal register, and spelling of b/v, s/c/z and h. Sessions can focus on those areas instead of basic vocabulary.

Spanish I–III

High School (9-10) · World Languages

Spanish I–III covers the sequence most high school students take across ninth and tenth grade: building present-tense fluency, moving into past tenses, and reaching the point where the subjunctive appears. Sessions are spoken aloud, so you practise pronunciation, listening and forming sentences in real time rather than only filling in worksheet blanks. Work is paced to where you actually are — a Spanish I student drilling regular -ar/-er/-ir endings and a Spanish III student sorting out preterite versus imperfect in a narrative both get targeted practice.

Start a session on Spanish I–III

What this covers

Present tense conjugation including stem-changing verbs (e→ie, o→ue, e→i) and the common irregulars: tener, ir, hacer, poder, decir
Ser versus estar, and the estar + condition / ser + characteristic contrast tested constantly in Spanish I and II
Preterite versus imperfect: forming both, and choosing between them when narrating a past event with background detail
Direct and indirect object pronouns, their placement before conjugated verbs or attached to infinitives, and double-pronoun combinations (se lo dije)
Reflexive verbs and daily-routine vocabulary, plus reciprocal uses (nos vemos, se conocen)
Present subjunctive formation and the triggers introduced in Spanish III: querer que, es importante que, ojalá, dudar que
Gustar-type verbs and the indirect-object structure behind me gusta, le interesan, nos falta

Where learners get stuck

Treating ser and estar as interchangeable because both translate to 'to be': English gives no signal that a distinction exists, so students guess by feel. The trouble deepens when the same adjective changes meaning — es aburrido (he is boring) versus está aburrido (he is bored) — and rules like 'permanent versus temporary' break down with está muerto.
Choosing preterite or imperfect by looking for a time-expression keyword instead of by what the sentence is doing: Textbooks teach trigger lists (ayer = preterite, siempre = imperfect), which works on isolated sentences and fails in paragraphs. Real narration alternates between the two in the same sentence — comía cuando sonó el teléfono — and the choice depends on completed action versus ongoing background.
Putting object pronouns after the verb, following English word order: Students produce 'Yo veo lo' instead of 'Lo veo' because they translate word by word. The rule reverses again with infinitives and commands, where attachment is allowed (quiero verlo, dímelo), so learners who memorised one position get the other wrong.
Using the subjunctive only when a memorised phrase appears, without recognising why: Spanish III introduces the subjunctive through acronym lists. Students then apply it after creo que (which takes indicative) or miss it after no creo que, because they never internalised that doubt, desire and a change of subject are what drive the mood.

What a session looks like

Sessions run by voice. You speak Spanish, Evelyn responds and corrects pronunciation and grammar as you go — vowel sounds, the rolled r, and the stress patterns that decide hablo from habló. A typical session mixes short conversation on a familiar theme, targeted conjugation drilling, and reading or retelling a short passage in the past tense. You can bring in your class vocabulary list, a chapter from your textbook, or a writing assignment you need to talk through before revising it.

Helpful to know first

No prior Spanish is needed for Spanish I content
For Spanish II and III work: comfort with present-tense conjugation of regular verbs, noun-adjective gender and number agreement, and basic question formation
Familiarity with grammar terms like subject, object, infinitive and tense helps, though these are explained during sessions

Questions

Can this help with Spanish homework and quizzes from my child's actual class?: Yes. You can bring the textbook chapter, vocabulary list or worksheet into the session and work through the specific structures being tested that week, rather than following a separate curriculum.
Will speaking to an AI actually improve my pronunciation and speaking grade?: Sessions are spoken, so you produce Spanish out loud and get immediate feedback on sounds, word stress and sentence rhythm. That practice targets the oral portions of a course — presentational and interpersonal speaking — which many students get little rehearsal time for in a class of thirty.
My child is stuck on preterite versus imperfect. How is that taught here?: Through narration practice rather than rule lists. You retell a short story aloud, and each verb choice is discussed as it comes up — whether it moves the story forward or sets the scene — until the distinction becomes a decision you make rather than a keyword you spot.
Is this appropriate for a heritage speaker who speaks Spanish at home but struggles in class?: Yes. Heritage speakers usually have strong listening and speaking ability but gaps in written accent placement, formal register, and spelling of b/v, s/c/z and h. Sessions can focus on those areas instead of basic vocabulary.