For Damla Ozdemir, the journey to opening an English-language school in her hometown of Hendek, Turkey, began years ago, fueled by a childhood dream and a passion for learning. After earning her English degree from Florida Gulf Coast University (FGCU) in December 2024, Ozdemir—alongside her sister Fatma Akin—launched Dream Future Language Academy, a school dedicated to teaching students as young as four how to communicate confidently in English. Their approach, shaped by Ozdemir’s experiences in the United States, emphasizes not just grammar and vocabulary, but also cultural exchange, real-life communication, and the kind of curiosity that invites students to see language as a bridge to the world.
“Beyond just providing English lessons, I aim to create a supportive learning community where students feel confident, curious and inspired,” Ozdemir told FGCU360. “We emphasize cultural exchange, interactive learning and practical communication skills so that students not only learn a language but also gain tools to explore the world with confidence.”
Ozdemir’s journey mirrors a broader global narrative: the pursuit of English as a means to new opportunities, self-discovery, and, sometimes, survival. In Spain, for example, the importance of English became especially pronounced after the 2008 financial crisis, when, as an Atlantic writer described, the economy was “melting down like a Dali horrorscape.” For many young Spaniards, English became the key to a better future abroad, a ticket out of economic stagnation and into the promise of new beginnings. The author of the Atlantic piece, who grew up in A Coruña, Spain, recounted how American pop culture and the English language became a beacon—one that ultimately led to a foreign-exchange year in Georgia, USA, and a lifetime of navigating the dualities and challenges of bilingualism.
For Ozdemir, the American experience was transformative, though not without its hurdles. She arrived in the U.S. in the fall of 2021, first attending Florida SouthWestern State College before enrolling at FGCU. “The transition [to the United States] for sure wasn’t easy for me,” she admitted. “There was definitely some culture shock in the first couple months, even the first year. Simple things like classroom dynamics, food and how direct people were in conversations felt very different compared to Turkey.”
Yet, these challenges became stepping stones. Ozdemir credits her time at FGCU—and especially her involvement in the Honors College—with shaping her approach to education and leadership. “My time in the Honors College truly helped me grow both personally and professionally,” she said. “It pushed me beyond my comfort zone, introduced me to inspiring professors and peers and gave me opportunities I wouldn’t have had otherwise.” Dean Tyler Fisher of the Honors College echoed this sentiment, noting, “Damla excelled in community-facing courses, such as the Honors section of University Colloquium. She exemplifies how our best students translate the mastery they acquire with their degree to real-world achievements, applying classroom theory to meet the practical needs they perceive around them. Damla soared to great heights right after graduation.”
Ozdemir’s teaching philosophy at Dream Future Language Academy draws heavily on these experiences. The school’s American-style methods focus on communication, self-confidence, and practical application, rather than rote memorization. Students are encouraged to speak English from day one, and mistakes are welcomed as part of the learning process. “We also integrate cultural elements so that students experience English not just as a subject but as a bridge to understanding the world,” Ozdemir explained. The initial six-week session, held during the summer of 2025, drew enthusiastic participation—a testament, she said, to the “strong demand for quality English language instruction” in her community. Parents and students, she noted, were particularly pleased with the American-inspired approach and the prestige of a founder who graduated with honors from a U.S. institution.
This story of language as opportunity is echoed in the Atlantic’s exploration of bilingualism and its cultural, cognitive, and emotional dimensions. The writer’s move from Spain to Georgia in 2011 was marked by the realization that the English learned in school was only one of many “languages called English”—with regional slang, accents, and cultural nuances creating new barriers and openings. “The language I was taught in Spain was just one of the ‘several languages called English,’” the author wrote, referencing Barbara Wallraff’s 2000 essay. Adapting to southern American slang, for instance, meant learning words like “rad” and “YOLO,” yet the author’s accent always marked them as an outsider. Language, once an escape, became a magnifying glass for difference.
Still, the flexibility of English—and the broader benefits of multilingualism—remained clear. As Cody C. Delistraty argued in The Atlantic in 2014, “Those who speak multiple languages have also been shown to be more self-aware spenders” and might even be “better decision-makers.” However, Ed Yong later cautioned that some claims about cognitive benefits are “actually a house of cards, built upon flimsy foundations.” Yet, as Yong pointed out, there are plenty of other advantages to being bilingual, from cultural adaptability to the ability to connect across divides.
Technology, too, is reshaping the landscape. In September 2025, Apple unveiled a new version of AirPods featuring artificial intelligence for real-time translation. As The Atlantic observed, such advancements could soon allow people to communicate seamlessly across languages, breaking down barriers that have stood for centuries. Imagine, the author mused, following a conversation in Spain or enjoying a Pedro Almodóvar film without subtitles—no language classes required. But, as they cautioned, something essential might be lost if the journey of learning is replaced by instant translation. Mastering a foreign language, they argued, is “to embrace an odyssey far from the comforts of your mother tongue.”
Ozdemir’s story, and that of the Spanish writer, both highlight the profound personal transformations that come from learning a new language. For Ozdemir, it meant not just academic achievement but the ability to return home and empower others. “The values I developed at FGCU—intellectual curiosity, cultural awareness and a commitment to impactful learning—continue to shape the work I do every day as an educator and founder,” she said. Her school’s success is measured not just in fluency but in the confidence, adaptability, and global perspective her students gain.
As technology promises to make translation effortless, the stories of those who have navigated the challenges and rewards of language learning serve as a reminder: The process itself—the struggle, the cultural confusion, the triumphs—shapes us just as much as the words we acquire. For Ozdemir and countless others, language is more than a tool; it is a passport to self-discovery and a catalyst for building bridges in an ever-shrinking world.
