Teaching English around the globe
Students from campuses across Utah are starting to shed their backpacks for suitcases and are heading halfway around the world to do one thing: experience. Whether to tour a foreign country or gain cultural insight, students are saying bon voyage to all the comforts of student living to gain the title of “teacher” from young children trying to learn English.
After being known as students for most of their lives, three Utah State University students give insight to what they claim to be some of the most eye-opening months of their lives.
Juniors Kailey Larsen, Britney Marler, and Amele’ Welliver, opted to postpone a semester of schooling to fly over 10,000 miles to live abroad for a period of four to six months.
All three students are participating in the International Language Program, known as ILP.
Marler and Welliver first heard about ILP at the Day on the Quad event here at USU. They talked to representatives shortly after and both decided they wanted to apply for ILP’s China program because it was in a foreign country.
Both were majoring in English literature and said they found the opportunity worth every penny, all $2,300 dollars worth, and became excited about what was waiting in the province of Jiangxi.
Larsen is a business major and said she wanted to live and experience another culture outside of what a tourist sees. Larsen said she also found out that if she participated in ILP’s Taiwan program, they would pay her a bonus as well as her program fees. All that was required of Larsen was an associate degree in order to legally be compensated for her services.
All three girls said they were trained for only two days before leaving for their separate countries. A head teacher, or someone who has taught a semester in an ILP school before, would train and direct student teachers once they are on location.
The students learned they would not have to learn a lot of the native language because they would teach by speaking English and would plan lessons around engaging the children in activities such as baking, reading books, and playing games.
All three students could receive up to 15 college credits in their department as an internship, but opted to reduce costs and not pay the tuition fee.
“We felt a little guilty because the program said the focus is about the kids and we just wanted to travel, ” Marler said.
But upon arrival, Marler and Welliver said they found a unique experience waiting for them. They were there to help open a school.
Both girls said they were a little frustrated that they weren’t allowed to leave school grounds without an escort for the first month, but quickly embraced the children and the culture around them.
“It was the hardest thing i have ever done – opening a school in a small province, seeing some kids get beaten, that is not normal to me, but in our province they would,” Welliver said.
Larsen also witnessed some similar occurrences and felt helpless but had to accept the way the school and parents dealt with discipline.
“It was then that I knew I would experience a few negatives as well,” Larsen said.
Determined, all three girls said they focused on providing their pupils with a fun and loving English education. Their groups ranged from 4-20 students.
Larsen said she even taught college-age students and really enjoyed seeing them have fun while learning English.
“I love those children as if they were my own and I really left a piece of my heart in Taiwan,” Larsen said. “I didn’t expect that.”
Larsen said she will most likely graduate from USU a semester late, but felt that the real world experiences she gained were far more valuable than anything she could ever learn in a classroom.
“I learned how to try and understand other people’s emotions better and how to communicate and deal with cultural differences in a respectful way,” Larsen said.
Larsen, Welliver, and Marler, all said they did miss the comforts of home, Welliver even said she almost cried after returning home and sitting on a cushioned sofa again.
“I got to experience so many extremes,” Marler said. “It is so important for others to see other cultures. It broadens your perspective on your own culture and it really made me grateful for what I have.”
Overall, all three said they found their programs a little “sugar-coated” and agreed that the support system ILP offers, a head teacher and native coordinator, could be stronger. Marler and Welliver both highly advised signing a contract so both parties, the individual and the school, know what is expected from the other.
Larsen, Welliver and Marler also said to expect to miss those you teach but expect to be taught as well.
When asked if she would return, Welliver said, “In a heart beat.”
– jessie.a.sweat@aggiemail.usu.edu