Language Archives

Teaching During a Pandemic: A Teacher Abroad

Posted on July 20, 2020July 20, 2020 by Amanda Whitten

Catch up on Amanda’s first interview before joining her for the second part of her three-part interview!

This has been one of the weirdest years ever for me, not just for teaching, but in general. I’m sure that the same could be said for everyone else, as well. It’s been transformative in a number of ways, which I’ll get to in a moment. This year has affected my relationships with my students, my co-workers, and even myself. One thing is for sure: the world is changing and we must adapt to it. Read on to find out how I adapted to teaching during a pandemic!

What is a typical day at your school like?

Pre-coronavirus, I typically arrived 20-30 minutes before class because of the public transportation schedule. As soon as I arrived, I’d head to the English department room, my safe haven, and hideout. Then, I’d check to make sure that I had all my ducks in a row and that I knew what I was supposed to be doing for each of my classes. I’d also make any last-minute necessary lesson plans or preparations and basically mentally prepare myself to go into performance mode. If I had any extra time, I’d go downstairs to the cafeteria to have a coffee and chat with any of the teachers already there.

This year, classes ranged from about 9:25am to 2:00pm, which is a pretty easy schedule, I’d say. Some days, I’d have a planning period, and other days I’d have a constant stream of classes apart from one break from 11:10am to 11:40am.

Afterwards, I’d rush home, eat very quickly, and then rush back into the world to go to my private lessons, academy classes, or whatever else I had going on. Of course, I had to adjust to teaching during a pandemic, so that all changed. I spent more time doing hobbies such as painting, and am really proud of how much I’ve grown as an artist so far!

Artwork by Amanda Whitten; Artistic representation of an elephant.

Teaching During a Pandemic

When the coronavirus pandemic initially began, I’d wake up an hour early, eat breakfast, shower, prepare my headset, laptop, and generally wait attentively to see if any students needed any help or wanted to talk in general. Other than that, I just uploaded their various activities and scheduled them to appear during class time. Kahoot and Educaplay were invaluable online resources for making quizzes about literally anything that the students could complete.

After a while, other than the occasional video call, I started waking up two minutes before class because I had discovered, much to my lazy side’s delight, that Google classroom could be downloaded on cell phones. Then I could lazily browse and be “present” in class while laying in bed. A difficult and tiresome job, really.

How many people do you work with? How many classes do you teach?

I interact frequently with a nucleus of about four to five teachers, but usually there are many more who actually teach at the school. At IES Pablo Neruda, I had sixteen classes and therefore, had sixteen working hours.

Are you forming working relationships with coworkers?

I considered myself very lucky at what was, until June 30th, my current school. With a good rapport with all of the teachers I worked with, I developed what I would consider actual friendships with at least three of them. I really admire all of the teachers I personally worked with and basically feel that I won the lottery. All I wanted was to feel respected, appreciated, and accepted here in Spain. They did an amazing job of doing that for me. It was and is mutual. Even while teaching during a pandemic, I can honestly say these were the best coworkers I’ve had so far in Spain.

What is your favorite part of the day? Why?

I would say that I had a few favorite groups that I really enjoyed working with. A bachillerato group I worked with always reacted enthusiastically to my activities whether an introduction to country music (seeing these kids goofily sing Garth Brooks literally made my year) or getting into heated debates, I had so much fun. I also really enjoyed teaching my 1st eso kids, which are pretty much 6th graders. They are still so full of excitement for learning. They loved telling me about their favorite foods and what they did on the weekends. How could I not adore them?

I have a few favorite students scattered here and there: naughty ones who could make me laugh as well as academic and friendly ones who enjoyed interacting with me. All of these students made my days more enjoyable. While I can’t say that I had a specific favorite part of each day, I can say that I had certain highlights during the week. It makes leaving this part of my life behind all the more bittersweet.

How is the material being taught to students? Is there a specific method being used?

It really depends on whichever teacher is in charge. For example, one teacher may prefer to heavily rely on going through the book via a program on the computer. This makes it easy to correct and grade exercises as a group. Others focus on using their book as a guideline, choosing to focus more on activities and conversation. The former may be easier, but it is so much more boring for both me and the students. The latter can be more challenging, but it is so much more fun and engaging, provided the students are interested.

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

Some classes required no preparation whatsoever. One teacher would give me the page numbers and exercises to correct via the computer program, and that was it. Usually, I was told that I had the freedom to come up with extra activities, but since these instructions were usually given right before class or the day before, I rarely ever knew what we were going to be going over. And for those classes, the activities were meant to “complement” the lesson, not detract.

For other classes, I would be given a topic to make a presentation on or perhaps a topic to practice conversation around. These practice conversations would be easy enough to research a bit, and perhaps make a PowerPoint if necessary.

Still, others would have me go over certain pages in the book, but without an answer key. I usually answered the questions myself before class so that I didn’t embarrass myself in front of the kids, teens, or even literal adults.

Fortunately for me, I never had to worry about teaching actual grammar at this school, thank goodness. The teachers left the listening and conversation practice up to me, for the most part. And if there’s anything that I apparently have a gift for, it is a gift for gab.

Do you work at a bilingual school? Is English being taught as a subject or throughout all classes?

I have worked at a bilingual school in the past, but I much preferred working at a traditional school. The reason being is that it’s difficult to teach technical concepts such as art theory or, god forbid, science and math, to even the most academically advanced students. Yes, I much prefer the straightforwardness of teaching ESL English in English classes rather than English through a different subject. I can’t imagine the challenges of teaching during a pandemic at a bilingual school.

What goals or standards are classroom teachers using to measure the performance of their students?

If the students managed to speak up at all, they would get a point in their favor in the grade book. This would all add up at the end of the year, and it could hurt or help their grade. It was really all about mere participation, with the exception of when students gave rubric graded speeches. I’m sure that the teachers themselves had more extensive ways of measuring progress. However, in my classes, it was all about showing up and speaking up, no matter how quietly or hesitantly. Honestly, it was good enough for me because, concerning foreign languages, it’s not about the destination, but the journey. And that journey is rocky and full of humiliating errors. So if they even dare to take a step, I applaud them.

Amanda's work station while teaching during a pandemic. — My work station I set up to teach during the pandemic.

Looking back at our first interview, what have you learned most about yourself in the classroom this year?

My answer applies not just to our first interview, but also all the way to the beginning of my illustrious teaching career. I have learned to relax, breathe when rattled, not be a hammer, and be a high five. I have learned that having a good time, even if just playing an invigorating game, can be worth fifteen grammar lessons. If a student is laughing and smiling, then they are learning.

Amanda will share her plans for next year in a follow-up interview. We look forward to hearing what she has to say and where her future will take her, especially considering her success in teaching during a pandemic. Be on the lookout for her third interview.

Using Only the Target Language in a Foreign Language Classroom

Posted on April 9, 2020April 9, 2020 by Caroline Hazelton

by Caroline Hazelton

How did a Southern, non-Hispanic begin her bilingual journey in an English-only rural town?

“Solo español,” replied my Spanish 2 teacher who spoke to us in almost no English right from the beginning.

How have I taught nearly every grade level of Spanish/ESL ever since for seven years?

Only in the language that I am teaching… with some exceptions. I’m here to challenge you both with experience and science for using the target language (the language you are teaching) as much as possible in your classroom. And believe me, you can use it a lot more than you think you can.

Why only the target language?

Learning to listen and speak a language occurs the same way babies learn to talk. They listen to in the language constantly, with images and context to teach them meaning. Then, after hours upon hours of exposure, the babies are ready to speak. As their brain develops, they are able to form more complex phrases, sentences, and ideas as they age. Our second languages are learned in the same way. Our brains absorb grammar through repetition. they absorb meaning through context created by situations and visuals. Finally, they absorb pronunciation through constant exposure and confidence via experience. Because we “acquire” language (that is, to soak it up through the ability to speak and listen, then in our ability to write and read in it), we cannot teach language in the same way that we teach other subjects. We must mimic a caregiver teaching a child to speak.

Enter the language classroom. In the case where the teacher and students both speak the students’ first language, many teachers do not speak in the target language. They do this to get through the lesson faster, to avoid frustrated students, or to build rapport with students. Other times, they simply do not know how to teach in the target language. As a result, you see students who have textbook knowledge of the target language but who are unable to communicate in it.

Remember Phonics?

Without appropriate communication in the target language, students haven’t developed an ear for how the language sounds; they haven’t learned enough vocabulary in natural context nor have they developed the confidence to speak the target language. Additionally, students don’t have the opportunity to form an identity in the new language they are trying to learn if they aren’t being exposed to it or being forced to use it — they rely only on their original, or L1, language/identity. Finally, if they don’t see how they are able to communicate in the target language they lose motivation. They feel as if they aren’t learning it. However, a student who is forced to speak the language feels that they are actually learning.

I speak from experience. It started in my high school Spanish 2 classroom where my teacher uttered not a word in English for two hours a day, five days a week. The instructor spoke in an incredibly simple way. He would not answer anyone in English, and only in Spanish. He spoke with gestures, dramatic emotions, and cognates.

Speaking From Experience

By the end of the semester, I (Caroline) had not only studied Spanish, but could actually speak basic Spanish. I learned more in that semester of high school Spanish alone than I did in any other community college course I took. In those courses, the instructor used a mix of Spanish and English. They missed opportunities to give their students the true ability to communicate in our second language. After moving from my small town to attend a state university to study Spanish and second language acquisition (SLA), I saw more examples both as a Spanish and SLA student of why teachers should use ONLY the target language.

I speak as a teacher. When I speak in the target language at first, I see students of all ages initially very frustrated. I ALWAYS have students who are hesitant to learn the language and resist. However, I insist upon only using the language I am teaching. I have seen their progress. I have seen students score higher on proficiency tests than their level indicated that they would. Ultimately, I have seen my resistors eventually change their ways.

Success in the Classroom

Every semester, I have ESL (English as a Second Language) students who request to join my class because I insist on using only English. As a university instructor, students have changed or added majors and minors in the language I taught. My students have returned to me bragging about how they asked their counselors to speak to them in their target language. Some of my ESL students took jobs in English. I have taught China’s brightest professionals that they STILL have more to learn because they could only communicate in English and realized that they couldn’t as they wished. Finally, I have had a student upon student thank me at the end of every semester.

So, How Do You Teach?

Be your normal teacher self… in the target language. Notably, you are not going to speak like you would speak to native speakers. Aim for a much slower, simpler pace with tons of visual clues to help convey your message.

You first have to speak in the simplest way possible. For example, “We’re all set, so could you please hand in your papers?” becomes “pass the papers.” In the beginning classes, use gestures, gestures, gestures. In intermediate classes, say, “Please pass the papers — we are finished! Thanks!” I suggest sticking to a handful of common requests or words that are most repeated in the target language or in a classroom setting.

Change Your Expectations

You’ll also have to change your expectations according to the natural stages of language development and to what level of communication each level can reasonably do in the language they are learning. You should try to have low/beginning students listen as much as possible. They should respond non-verbally until they have the confidence and the feel for the sounds of the language to speak. Even then, it will be very similar to a child learning how to speak — first with one-word phrases, then two, etc. From knowledge I’ve gathered from my graduate studies, the development of language is the same for everyone in terms of language stages and whether it’s a first or second language.

Once your students get past the low/beginning stage and into intermediate or high/beginning, they can start to communicate basic needs. The goal now is to increase their confidence in the language. Have students speak in small groups and with yourself as the teacher as much as possible. You should require that all communications with you and their classmates be in the target language with some exceptions so students can make the most of every opportunity.

Because all teaching is about creating meaning, you need to try to provide as much context for language as possible… visuals, gestures, and culturally authentic material. Creating meaning is important because you want to be teaching at a level slightly higher than the students’ current level. This way they are challenged and can advance forward in an attainable way.

So, When Is the First Language Okay?

You never want students to lose their identity. Therefore, I have found that when students (particularly in ESL courses) are speaking about their native countries, idioms, or cultures, the use of their mother tongue is powerful. Plus, some words don’t quite translate the same.

You also have to recognize that speaking a second language requires more brainpower from students. If you want them to do some higher-order thinking that they don’t have the language skills for just yet, you might allow them to use their first language to think through the task, then use the second language once they have the activity mastered.

Criticisms of Only Teaching in the Target Language

One criticism that gets mentioned of teaching only in the target language is that you don’t want students to miss out on important information — and I agree. For beginning students, you don’t want them to miss out on key information, so I think it’s okay to FIRST say the information in the target language. If, after multiple attempts to clarify their understanding they still don’t understand the concept, it is okay to use their first language. However, just explaining the concept in the first language immediately takes away the opportunity for growth.

I have also seen the usefulness of translation, despite what current language teaching methods (the communicative method) say. When I’m teaching grammar, second-language students often literally translate the grammatical rules of their first language into their second. It can be helpful to compare the differences. I also run into the issue when teaching vocabulary that while it’s better to reply with a synonym or image to stay in the target language, sometimes there is no image or similar word that students know, so a translation can be handy.

Knowing these situations, my rule with my low/intermediate students is “Only English… except during grammar activities, cultural celebrations, group projects, or if you ask special permission.”

A Conclusion About Using Only the Target Language in a Foreign Language Classroom

By purposely speaking only in the target language to students, we make language an acquired ability instead of a memorized subject. With careful exceptions, we can also respond to our students in a sensitive way.

Working at a Catholic School in Medellin, Colombia

Posted on April 2, 2020May 3, 2021 by Leesa Truesdell

Lamon Chapman graduated from Hamilton College in upstate New York with a degree in Economics. He originally wanted to be an investment banker. However, Lamon decided to move to Los Angeles, California to pursue his musical dreams instead. He enrolled in music classes at the Musicians Institute. Lamon played for a variety of shows and bands while living in Los Angeles.

He aspired to learn a different language while living in Los Angeles and thought that moving to a different country would help him with his language learning. Lamon decided to move to Ecuador for two months. He traveled from Quito to Guayaquil and everywhere in between. Then, he headed back to LA.

Lamon decided that he wanted to become more fluent in Spanish and moved to Medellin, Colombia. A close friend of his told him that Medellin was going to be the next up-and-coming place for urban music. Lamon was ready to give his musical talent a new start. However, he also wanted to have another source of income while living in Medellin. After researching, he learned that teaching English abroad could be a good way to make extra income.

Lamon volunteered at a library assisting immigrants with their English for six months. Prior to that, he had never taught English. After he received great feedback from his peers and students, he realized he was pretty good at it. That’s when he realized he had a skill for teaching others a language and for teaching in general. Soon after, he made his move to Medellin and lived there for five consecutive years, teaching and playing music. His first job while in Colombia was at a Catholic school for six months.

Meet Lamon Chapman:

How did you find your job teaching at a Catholic School?

“I found my job through an old high school friend. They were born in Medellin, but completed high school in the states.”

What was the process of getting hired?

“The process was rather involved. I had to pass a reading, speaking, and listening assessment; not to measure my competencies but rather to ensure I didn’t have speaking, hearing, or vision problems. Also, I had to complete a medical exam and a test in Spanish. Funnily enough, I just sat there during the Spanish test and didn’t take it because I didn’t speak or understand Spanish at the time.”

Who made up the population of students that you taught?

“The boys that I taught were aged thirteen through fifteen. I taught four classes with an average class size of twenty.

In Colombia, if you are single and teach at this particular Catholic school, you can only teach the same sex. For, example, I don’t have a wife, so they only allowed me to teach boys. If I had a wife, then I could have taught both girls and boys. The same applies to single women. If they do not have a husband, they can only teach girls.”

What did you like most about teaching these students? The least?

“For me, the blessing of being an educator lies in the opportunity to change someone’s life for the better and develop positive life-long relationships. There was always a sense of pride and achievement when a student would report to me how an activity or classroom experience benefited their life outside of the classroom. Whether it was translating for their parents at the customs office or simply instilling confidence to use the language, it always felt and continues to feel good to hear those stories.

The only thing I would say that I disliked about my job was being monitored constantly by nuns and priests.”

What did you find to be the most challenging part of teaching at a Catholic school?

“I had a hard time adjusting to Catholic culture. Things like making sure all kids had dressed according to school standards did not come naturally to me initially. I also had a difficult time receiving negative feedback about group activities from the school administrators (nuns and priests).

Side note: I never interacted directly with the parents… the school had a specific employee assigned to ‘parent relations.’ All the negative feedback came from the nuns that monitored each class and my superior; they didn’t support my decision to facilitate group activities. Additionally, they often reprimanded me for sitting down. They didn’t allow teachers to sit down.”

What are the differences that you saw while teaching at the Catholic school in Envigado, Colombia compared to volunteering at the library in Los Angeles, California?

“Prior to teaching in Medellin, I volunteered at a library in Los Angeles. I worked with immigrants who had become US citizens and needed to learn English to live and function in Los Angeles. Volunteering gave me a better understanding of what it was like to teach a second language before moving to Medellin, Colombia.

My first teaching position in Envigado, Colombia was at a Catholic school. If I had to compare the two experiences (in general), here is what the main differences were:

Security: Most schools in Colombia have armed security at the entrance. In the US, and at the library in LA, the immigrants did not have security guard protection.
Grading: If a student fails a class, the teacher must be prepared to explain why the student failed. They must also give them an opportunity to take a make-up exam and/or additional activities to pass the course. In the USA, if you fail a course… you fail.”

Explain the motivations of the groups of students for learning a second language. Were the motivations the same? How many classes did you teach?

“I taught at a bilingual school… so students were motivated to learn English because it was a requirement. They didn’t necessarily want to and this was the mentality for many kids at the Catholic school. I taught English, geography, world history, and ethics all in English.”

How did you handle classroom management for these classes? Was it regulated by the school because it was a Catholic school?

“I tried to incorporate group activities versus individual assignments into the classroom. I also tried to incorporate the use of technology in the classroom as well. Unfortunately, school officials did NOT widely accept the use of technology. I had to stop doing group assignments and I mostly assigned individual assignments without the use of technology per the request of the school.”

What advice would you give to someone who works with people from other cultural backgrounds?

Learn the culture
Learn the language
Be patient with the adjustment… CULTURE SHOCK is real
Accept the differences… don’t fight it or allow it to disrupt your experience
Don’t assume that everyone will understand your culture and viewpoints

Are you still living in Medellin, Colombia, and teaching at the Catholic School? What happens next?

“Yes, I am still living in Medellin. However, I no longer work at the Catholic School. In 2016, I was nominated for a Latin Grammy music award. Since the nomination, I’ve taken my passion for music and talents to another level. This year, four close friends and I formed an entertainment company in Medellin: PRIMEROS 5 ENTERTAINMENT. Follow us at primeroscincoent. We plan and organize entertainment events that are changing the face of entertainment throughout Colombia.”

At La Presentation College in commune 12 La América, approximately 150 students learn about caring for life on the road. — Photo by Secretaría de Movilidad de Medellín.

Looking Beyond Catholic School

Lamon stayed at the Catholic school for six months even though the odds were against him. His students misbehaved and he couldn’t provide student-centered lessons. Not to mention, nuns constantly corrected his teaching methods and conduct. Later in the school year, Lamon realized he was the first teacher to stay longer than two weeks. The other teachers congratulated him for his success and informed him that he endured the brutal challenge of teaching and disciplining this specific class of fourteen-year-old boys that no one wanted to teach.

Stay tuned for the second part of Lamon’s teaching English as a foreign language journey in Medellin, where he talks about his career of teaching English at a university abroad.

by Leesa Truesdell

Day-To-Day Life Teaching at a Thai School

Posted on March 31, 2020October 23, 2020 by Leesa Truesdell

by Leesa Truesdell

Diego Ambrosio and I had the chance to catch up for his second interview Finding the Perfect International Job. He had participated in a few Thai regional tournaments since we last spoke. He went to Bangkok, Thailand to judge a spelling bee competition and a group of his students participated in a music competition in Pang Na. His group won a gold and silver medal in the competition! He wrapped up his school year and is getting ready for exams. Diego has learned so much about what it is like teaching at a Thai school over the last year. He remembers when he first arrived and how much he has grown as a person and as a professional since that day.

Read more about what Diego said about his day-to-day life teaching at a Thai school:

What is a typical day at your school like?

Each public school in Thailand generally follows the same morning routines before class starts. In my school, students must be present in the main square starting from 7:30 until about 8:10 in order to observe and respect the various routine ceremonies. These include a display of rigorous respect for the Thai National Anthem in a “Stand to Attention” position and music performed by the school band, a Buddhist prayer, and finally a list of ten “commandments” to always remember. The morning ceremony ends with the school jingle played by the music band. Each lesson lasts about 50 minutes (a period) and the school day consists of eight periods. Teachers must stay in the office until 16:30. The school entitles teachers to about one hour of lunch break. There is also a school canteen if necessary.

How many people do you work with? How many classes do you teach?

We currently have nine teachers of different nationalities In the Foreign Teachers English department. There is one teacher from Poland, one from France, one from Morocco, one from Australia, three from the Philippines and one from Canada. The Canadian teacher is the coordinator of the English department. This year I received an assigned eighteen hours per week teaching eight classes for a total of five different courses. However, our contract provides for the possibility of having to cover up to 20 hours of teaching per week. In any case, we must cover the hours of the other teachers if they miss class due to illness or personal reasons.

Are you forming working relationships with coworkers?

I consider myself a lucky person from this point of view because I was able to immediately establish excellent friendships with my work colleagues. I consider myself a naturally sociable and peaceful person, as well as extremely empathetic. Sometimes we organized meetings outside of school and ate together on special days of the year. For example, last December 26th, we all had lunch together on Christmas Day.

What is your favorite part of the day? Why?

The most pleasant moment of the day is around the first afternoon hours, after lunch. I usually go for a digestive walk around the school campus. The campus has various nature trails. The school has become a lovely place because it sits inside a beautiful natural reserve of mangrove trees.

How is the material being taught to students? Do you use a specific method?

My school follows the conventional teaching method found throughout almost all Thailand English language teaching programs. The lesson plan includes four main phases that we call “warm-up,” “present,” “practice,” and “produce.”

The “warm-up” phase is generally short-lived (five to ten minutes) and includes the “call of attendances,” “introduction to the lesson,” a possible “ice-breaker” or “review of the previous lesson.” The second phase, “present,” is the one in which the lesson is presented. Teachers explain the most important contents in this phase, through the use of projectors, audio-visual material, and obviously, the blackboard. The third phase, “practice,” consists of guided exercises to understand the contents explained, through individual or interactive exercises. Teachers must constantly monitor these activities and assist students the best they can. The final phase, “produce,” is the final production of the learning contents learned by students. It can take place through the presentation of projects or individual works aimed at the development and improvement of oral skills and content presentation.

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

I always prepare my lessons with care. Preparing ahead helps me feel well-organized. I have everything ready well in advance so that I don’t have to run into unpleasant or unexpected events. As I explained above, I prepare my lessons through a specific template provided by the school which includes the four main processing phases. In addition, I also like to always look for new ideas and materials. Thanks to the Internet, I can always have an endless source of teaching material available.

Do you work at a bilingual school? Does the school teach English as a subject or throughout all classes?

The English language is taught in all the classes. This means my school is ultimately a kind of bilingual school. However, there are several types of classes that have access to different levels of teaching quality. The two main programs of study for the English language are called the “regular program” and the “English program.” The regular program includes the teaching of the English language, but not through foreign native English-speaking teachers. On the other hand, the English program provides for the presence of native speakers, therefore the enrollment cost is significantly higher.

What goals or standards are classroom teachers using to measure the performance of their students?

Like any educational institution in the world, Thailand’s school system has parameters for the student assessment during the course of the entire school year. Teachers evaluate students at the end of each semester. My school has two semesters per year. Each student can earn a total value of 100 points. They can earn these with scores from two main units (25 points + 25 points) plus a mid-term exam for a max of 20 points and a final exam with a maximum score of 30 points. Based on the total score obtained, the student will be able to access a grade ranking that ranges from a minimum of 1.5 to a maximum of 4.

I want to clarify an important detail of the Thai school system, namely that students cannot be rejected or repeat the same school year. The school promotes each and every student, no matter what. Whenever a student earns a score lower than 50/100, the teacher becomes responsible for taking care of the student by organizing an extra lesson, project, or exam for the student. The student must complete them as proof of resolution of the low score. Even if the student fails to successfully complete this phase, he will still be promoted. This aspect makes us reflect a lot, since it shows a big flaw in the process of education and growth of the Thai child. There is a very high possibility of an unprepared student reaching the upper levels of an academic course.

Looking back at our first Teach Abroad interview, what have you learned most about yourself in the classroom this year?

There is always something new to learn with each passing year. I can still remember who I was as soon as I arrived at this school and how, day after day, I managed to improve the quality of my teaching together with improved creativity and constant participation within various school events.

Recently, for example, I learned that the morale with which you start your lessons has a decisive impact on the progression of the lesson and on the learning that follows from the students. So it is really essential to always start in the right gear and have the best intentions.

Wrap Up Working at a Thai School

Due to the recent coronavirus pandemic, the minister of Thailand mandated that schools in Thailand be shut down until May. Diego wrapped up his final week of classes by giving final exams. He had originally planned to go back to Italy in April for his break. Since Italy is a major epicenter of the coronavirus, Diego will not be able to go home and plans to remain in Thailand for now.

Stay tuned for more on Diego’s Thailand teach abroad adventure.

Teaching Trilingual Education in Ontinyent, Spain

Posted on February 18, 2020October 25, 2021 by Leesa Truesdell

Edgar Llivisupa is halfway through the Spanish school year in Ontinyent, Spain. Catch up on his first interview learning as a teaching assistant. He is feeling good about his work and language learning in teaching trilingual education. Over the Christmas holiday, he decided to travel around Europe instead of going back to New York. He will complete his second year in less than five months. He is achieving his goal of learning Valenciano and practices very hard. His answers to his classroom instruction and school interview were very authentic because he doesn’t have a background in education. His answers are all the more authentic, especially since he is working at a school that is trilingual. Here is what he has to say.

What is a typical day at your school like? Is this different from last year’s schedule? If so, how?

“The biggest difference from last year is that my work hours are more compact. Last year I had multi-hour gaps between teaching two extracurricular classes throughout the weeks. I finished work on Fridays at noon. This year, my timetable is in line with regular school hours. Also, last year at this time I was still adjusting to teaching and finding my role in the classroom. Currently, I am more comfortable in my daily tasks. My role changes depending on which teacher I am working with. With the art teacher, I take a crate of games and activities that include flashcards, charades, bingo and play games with the students. I sometimes have to be creative with the games I am playing in both the rules and explaining them to the students.“

How many people do you work with? How many classes do you teach?

“I work with the art teacher and the English teacher, who is also my tutor.

I teach 1st through 6th grade in my school. Each class is composed of ten and eighteen students. Each level only has one section, and I see them twice a week. I also have a conversational class after regular school hours for parents with an English B1 and higher certificate.”

Are you forming working relationships with coworkers?

“Since this is my second year at this school, my tutor and I have a great working relationship. We understand the proficiency of the students so when we have to organize the weekly activities, I give feedback on the effectiveness and difficulty of the activity.

Regarding other teachers, our school is small, so the faculty knows one another fairly well. Therefore, other teachers, I don’t usually work with may ask for my assistance with other mundane tasks.”

What is your favorite part of the day? Why?

“My favorite part of the day is pati, or playground, which is when the students have 30 minutes to play outside. I usually stray away from the classroom and talk to the other teachers. It’s nice to interact with teachers in the school that I don’t usually have the opportunity to talk to.

My favorite class is with the adults, as I am more comfortable teaching them. Unlike with the children, I can express myself more freely. Since the students have an interest in improving their fluency, I don’t have to deal with children that aren’t interested in the subject.“

How is the material being taught to students? Is there a specific method being used?

“The teaching resources come from Oxford Education which includes a workbook and class book for the students, a smartboard application, and other items like posters and flashcards. In the books, there are songs, quizzes, and stories in line with other textbooks.

I’m not familiar with different teaching methods, but I can comment that the students sit in groups of four to five, which is the same throughout all their classes. In the case of the English class, the groups can vary in their level of English. Some groups have strong students while other groups can have mostly students who struggle. Usually, classes start with a song followed by a lecture. Afterward, the students work on an assignment in the textbook or on a teacher-made worksheet.”

How do you prepare your lessons for each class? If you don’t plan lessons, how do you prepare for class?

“It is stipulated in our contract that we aren’t supposed to lesson plan or conduct lessons on our own. I’m lucky that my school has maintained that stipulation.

I don’t have to prepare much for the time I am with the art teacher. The children play competitively with the games I bring. They never tire of playing the same game against one another.

On the other hand, the English teacher and I have a designated hour once a week to prepare for classes. It never takes up the entire hour because of our aforementioned working relationship. We either use the activities in the book or I offer to modify an activity so it relates to the topics being taught in the class.”

Do you work at a bilingual school? Is English being taught as a subject or throughout all classes? Describe ways in which English is implemented in class.

“My school is trilingual, with the languages being Valenciano, Spanish, and English. However, in the main classroom, students use Valenciano and Spanish interchangeably. For instance, the students may speak to each other in Spanish, but the instruction is in Valenciano. The school teaches English as its own subject with its own teacher and classroom. Students and teachers rarely speak English outside that environment. For this reason, in the English classroom, we explicitly avoid speaking any other language. I go as far as to hide the fact that I am a native Spanish speaker and am studying Valenciano so the students are forced to speak English in interactions with me.”

What goals or standards are your classroom teachers using to measure the performance of their students?

“While I can’t speak on behalf of my teachers, my goals are to improve their vocabulary, develop their speaking ability and spark the student’s interest in learning the language. I find it unreasonable to expect more because the students are also learning two other languages. Also, the majority of students are of immigrant descent so they speak an additional language at home. It must be overwhelming for the children, especially since it’s easy to forget that it’s only primary education.“

Looking back at our first Teach Abroad interview, what have you learned most about yourself since your arrival to Spain both in the classroom and out of the classroom?

“Growing up, I had a lot of difficulties when it came to language. I started to talk at a very late age. My school enrolled me in speech classes up until middle school to work on my pronunciation of certain phonemes and mitigate my slur. This was on top of dealing with the struggles of being a bilingual learner with parents at home who didn’t speak English. Speaking became an insecurity as people ridiculed the way I spoke both of my native languages.

Now, at an older age, I interact with both English learners and fluent Spanish speakers who continue to point out the peculiar way that I speak. I use that information to improve my speaking abilities in ways that I would have never done otherwise. What used to be an insecurity has become an interest in linguistics and sympathy for other language learners when they stumble on certain parts of a language native learners are oblivious to the difficulty of. In addition, as I’m teaching children, I have to familiarize myself with English grammar that I didn’t have to study previously. I have to consider a different approach to speaking that makes it easier for English learners to understand me. “

Teaching Trilingual Education in Ontinyent, Spain

Edgar is not sure about his future plans after classes end for the summer. He has a few ideas in mind. He continues to travel during every Spanish holiday (there are quite a few) and continues to practice Valenciano. We will catch up with him when his classes end to see what he has planned.

by Leesa Truesdell

How to Get TEFL Certification in Five Steps

Posted on January 28, 2020August 4, 2021 by Guest Writer

by Fatima Cacho

I withdrew from my college’s study abroad program before I even left the country. I wanted to see the world and did not want to do it while in a traditional school setting.

Although I had heard of TEFL as a way to live abroad, I didn’t really know how to get started. Eventually, I decided to take a TEFL certification course in Phuket, Thailand in late 2018 and now I’ve been living abroad ever since.

How’d that happen? Here’s a step-by-step guide of everything I did before getting on a plane. I hope it helps you better understand how to get TEFL certification and eventually start teaching English abroad.

Step 1: Be Introspective and Ask Yourself These Questions:

Why do you want to take a TEFL course? Maybe you just need a break from your daily 9-5 job or you’re transitioning from one career to another. Perhaps you are in a similar position that I was: freshly graduated and in search of a sustainable life abroad because you’ve never left your comfort zone. There isn’t a right or wrong reason for taking a TEFL course, but you should know why you want to take one.

Do you have any interest in teaching? Interest is defined as the state of wanting to know or learn about something or someone. A more specific question would be, “Do you want to know or learn more about teaching?” In my case, yes, I did (and still do). I have a background in mostly math and science education as well as the scientific study of languages; I figured a TEFL course could help bridge those two things together.

Step 2: Consider the Qualifications for TEFL Certification

The good news is you don’t need many qualifications for TEFL certification — after all, it’s considered an entry-level training course. When I took the course, I had just graduated from college and had about three years of teaching experience. Based on all the people in my own course, my qualifications and level of experience definitely aren’t the norm. I met people who didn’t have a degree and/or hadn’t been in school in over a decade. Specific requirements vary, but all you really need is a good attitude, willingness to learn, and an open mind.

Step 3: Choose a TEFL Course

A quick Google search of “TEFL course” will bring up over 8 million results, so I understand how choosing a course can be overwhelming. I had five requirements when choosing a course:

Website Do they have their own website? In the age of the internet, it’s rare that a company or business doesn’t have a website, which is what makes having a website an entry-level requirement for me. Other questions I also consider are: Are prices and product laid out clearly? Is contact information easily accessible? Do they link their social media? Does it look well maintained?
Reviews When I shop on Amazon, reviews are what ultimately get me to buy a product. Picking a TEFL course is no different. Unfortunately, there isn’t an Amazon for TEFL courses. There are actually several places to find reviews. The first place is on the TEFL course’s website itself. A good TEFL course will also showcase reviews from external websites, such as GoOverseas and TEFL Course Review. The more reviews you can find, the more accurate representation of the course you’ll get.
Social Media A course not participating in social media was a deal breaker for me. If a course had an active social media presence, it showed me that there’s a human being managing their social media, which instantly makes them more real and personable. You can also now review businesses on Facebook. I went a step further with my social media requirement and messaged a graduate of TEFL Campus on Facebook.
Accreditation/Validation Be sure the course you choose is accredited or validated by an outside source. There are several TEFL/TESOL accrediting bodies; be sure to do your research on which bodies are legitimate and internationally recognized. Believe it or not, many courses accredit themselves or have simply paid for the accreditation without the company doing any real due diligence.
Job Support This is actually a requirement I added on after having looked at a few TEFL courses. Let’s face it: nothing in life is guaranteed, so “guaranteed job placement” seemed way too good to be true. What drew me to TEFL Campus was that they explicitly state, “We don’t guarantee placements.”

Step 4: Choose a Country for the Course and for Work

If you follow my guidelines above for choosing a course, it doesn’t really matter where you go for the course. Choosing where you want to work though is a bit more complicated. Besides personal requirements such as: beaches or mountains, city or small village, yearly weather, etc., some countries have strict professional requirements. For example, in order to teach in South Korea, you must have a bachelor’s degree and be a citizen of certain countries. But to teach in some countries like Cambodia and Russia, you don’t need a degree. Countries like Thailand and Vietnam list it as an official requirement, but employers commonly turn a blind eye to this. Do some research before hopping on a plane.

Step 5: Prepare to Leave Home for a TEFL Certificate

Have a savings and be financially responsible. Be sure you have enough for the course and to get you through one month after the course ends while you look for a job. The cost of living in some Asian countries are significantly lower. For instance, TEFL Campus suggests coming over with no less than $3,000 after having paid for your TEFL course and accommodation for it.

Check your passport’s expiration date. Make sure your passport is valid for at least six months following your course. Getting a new passport can take a few weeks.

Check if you need additional travel documents to get into a country. Depending on your passport, you may need additional travel documents, such as a visa, to get into a country.

Get a criminal background check. Most schools will ask for a background check and it is significantly easier to get one while you’re home than while you’re abroad. Depending on what type of background check you get, it can take a few weeks to get results.

Find your original degree (if applicable). Most schools will ask to see your original degree and some countries may even ask for it to be certified.

Before Loading the Plane for You TEFL Certification

Buy your plane ticket ASAP. The earlier you buy a plane ticket, the cheaper it will be. It’s not like domestic travel where there’s a magic number of days for the cheapest price.

Notify your bank of travel plans. Trust me, you don’t want your card getting declined when you’re 13,000 km from home. Banks need advanced notice that you’re planning to make transactions from abroad — be sure they’re aware.

Start packing. Dig up or buy some suitcases and start sorting your things into, ‘take,’ ‘trash/donate,’ and ‘keep, but can’t take’ piles. Then go back and make that ‘take’ pile smaller and smaller. You’re looking to live abroad, not take your life abroad.

Spend time with friends and family. This is the most regretful step for me. I was so caught up with finishing school and preparing to move abroad, I didn’t spend as much time with my friends and family as I wanted. If you have the time, use it.

Packing your life up to do something you’ve probably never done before in a foreign country is scary when getting your TEFL certification. That is a perfectly normal thought and you aren’t alone in it. Hopefully, these steps have brought you some guidance, reassurance, and courage to follow through with it. Good luck!

Teaching ESOL from Experience

Posted on December 12, 2019December 12, 2019 by Caroline Hazelton

by Caroline Hazelton

I wonder how you found this page? Perhaps you found it by Google, by social media sharing, or by mere coincidence. Good for you! Either way, I bet the only way you’ll keep reading after this is if you truly care about teaching English for Speakers of Other Languages. Even at that, because I said the word “experience” you are probably in need of such, AKA “teaching ESOL from experience.”

Right now I’m on Year 7 in teaching languages. I’m always improving my teaching craft. I know what I’m doing and why I’m doing it a certain way. Yet as I handed in my lesson plans this past Tuesday, I realized that teacher jargon doesn’t explain what simple experience can. And yet so much of the way I teach and have been successful from Year 3 onward is because of… experience — that is, “teaching ESOL from experience.”

I originally started this article with a list of teacher advice, but quickly realized you can find that anywhere. Instead, I think it’s best to reflect on the four institutions where I’ve actively taught ESOL and what each ESOL school taught me… through experience. I’ll list each school as “School A, B, C and D” for the privacy of each school.

School A: Finding Your Place as a Professional in School

For Pete’s sake, if you are a new teacher DEMAND A CURRICULUM. You’ll need one to stay organized, maximize learning, and follow the natural flow of language acquisition progression. Furthermore, set boundaries on students. Don’t accept their Facebook requests, don’t let them use their native language in class (even if it is the other language you teach and love) except for emergencies, and if any student starts to cross professional boundaries you must immediately but respectfully set them straight for the sake of your classroom control. Also, especially if you are a young teacher, you must especially look professional at all times.

School B: Don’t Be Afraid to Ask Questions and Set Boundaries

Now that your demanded curriculum is in hand, ask the director/principal specific questions about the curriculum or the school they might be too busy to explain. Make sure to ask questions such as “When does the semester end?” or “How long is the book to be used for?” As much as you love your students, don’t be afraid to correct their English. However, know the goal of each activity and make your corrections specific (like adding a preposition).

Give general critiques (like encouraging students to add more information) so the students aren’t overwhelmed by their mistakes. Again, make sure you set professional boundaries. You love your job, but don’t work for free — make sure you are fairly compensated for your time. If you are not paid on time, immediately contact HR. And finally, always overestimate how long it will take you to arrive to class so you can breathe when you get there.

School C: Use Your Own Experience When Teaching

Own your cultural identity and what it can bring to the classroom. I was the only white teacher in my ESOL department at School C. I owned it. At the beginning, I demanded my intermediate level students only speak in English. I made my students weird American things like peanut butter and jelly sandwiches. I taught them how Americans butcher Hispanic names in English and hate kisses on the cheek.

Make sure to hand the mic over to your students every once in a while. Let them voice both their cultures and the saddening situations that brought them over to the United States. Let them use Spanish… but only in emergencies or during non-instructional time. And finally, as important as that curriculum is, do not underestimate the importance of authentic cultural material that is relevant to the topic. Bring in the country music, clips of The Office, and Super Bowl commercials.

School D: Give Yourself Structure and Take Time to Learn

As an unorganized person, having an organized curriculum pre-planned for me each class helped me see just how learning can be maximized with the right pacing and assessment. I tend to get off task, but staying on topic is crucial for the learner. However, the ability to learn and quickly memorize facts about each student builds a good rapport with students. Finding a balance between staying on task and learning about your students should be found. Finally, students need to hear ways to improve their English. Working with a Chinese crowd at this school, I found it helpful to study common mistakes Chinese English Language Learners make, identify them in the student, and quickly address them with go-to examples.

Teaching ESOL from Experience

I don’t think there isn’t a day where I’m not learning from my experiences. Just tonight, an argument broke out between two students over a political issue (Venezuelan dictator Maduro seizing and selling homes abandoned by Venezuelans fleeing) and a personal issue (these two students did not get along). After resolving the argument and further discussing with another Venezuelan student about the emotional state of those fleeing, I would like to do some further reading about helping refugees process their emotions. Situations like these help shape my responses to future tense situations. After every day that I teach, I make sure to do a nightly reflection. This helps me know what I’d like to repeat for next semester but also steer away from.

Teaching Abroad Changes Your Life

Posted on June 20, 2019October 29, 2021 by Leesa Truesdell

Ryan Gomez has been back in the US for about a month. Recently, we had the chance to catch up about his thoughts since being back home. He was overly enthusiastic per his usual self and really looking forward to starting a new career. Ultimately, the type of career Ryan wants is one that will give him flexibility and mobility while also providing a sense of accomplishment each day. Living in Spain and traveling opened Ryan’s eyes to the idea of having a non-routine within the workplace. For example, Ryan does not want to sit at a desk for eight hours each day. His time spent in Bocairent interacting with various people while doing different tasks helped him come to this conclusion.

Catch up with our last chat about teaching abroad in Bocairent, Spain.

Here are Ryan’s thoughts about his time in Bocairent:

What was the most important thing you learned while living abroad?

“No matter where you are in the world, most people face similar challenges and are aiming for similar goals. The “happiest” people I met in Spain were the ones with close familial ties and meaningful friendships. Having a sense of community and belonging to something bigger than yourself where everyone looks out for each other seems to lead to the most fulfilling lifestyles. Nobody cared what kind of car I drove (I didn’t have one) or what brand of clothing I wore (anything to keep me warm). What kept me getting invited to events and gatherings was my positive and appreciative attitude towards everyone I met. At least, that’s the impression I got.

On a personal level, the most important thing I learned while living abroad is that I know how to learn. I literally moved to another country where I didn’t speak the language and was able to survive and make some great connections. Learning Spanish was a day-by-day undertaking and it changes your life. Along with being immersed in it every time I walked out the door, I practiced on my own for at least 30 minutes to 1 hour each day. I wasn’t even trying to learn Valencian but managed to pull together a decent list of vocabulary and local sayings just by living around it.”

How have you done with accomplishing your goals while living in Bocairent?

“My time in Bocairent was something special and it will stay with me forever. I learned patience and the ability to feel comfortable in uncomfortable situations. The pace of life was a lot slower and gave me a lot of time to readjust my values system. However, when I initially applied for the program my goal was to meet my distant relatives and learn more about our ancestry.

On three different occasions, I was able to travel north and visit my Basque family in their town of Orduña. These were my favorite experiences. Along with traveling to the famous cities of Bilbao, San Sebastián, Burgos, and Guernica, they took me to some of the most popular restaurants in the northern provinces of Pais Vasco, Castille & Leon, and Cantabria. Some of the greatest meals I’ve ever eaten were in Northern Spain. I never thought I’d enjoy horse meat so much! And the fruit is on another level.”

In your pre-departure interview, you mentioned that the main goal of yours was to learn more about your family ancestry and see your family’s plot of land in Basque country. Were you able to do this? What was it like?

“My entire family tree and how mi abuelo ended up in the United States was all drawn out on paper and explained to me. I was even taken to the original Gómez house that has been in our family for almost 500 years! I sat on the same bench in front of the same church where my abuelo and his brother made their first communions over 70 years ago. As a history buff, that was pretty moving. I’ll always consider myself to be an American… but I felt something special in the Basque Country. I felt my roots.”

my families house and the family lineage paper — My family’s house and the lineage paper.

What has been the biggest challenge about living abroad and what advice would you give on how to deal with that challenge?

“The biggest challenge I faced while living abroad was being located in a remote, mostly isolated town with no definitive means of transportation. There wasn’t a train station and there were only two bus routes (only one of which had a schedule posted online) passed through once in the morning and once at night. To this day I still have no idea where Bus Navarro comes and goes from… a mystery left unsolved. Also, there wasn’t a local taxi service and very few BlaBlaCar drivers drove by our exit. For most of my traveling adventures outside of the Valle d’Albaida, I had to rely on my fellow teachers driving me to a train station. So the best advice I could give is to introduce yourself to all the teachers in your school as soon as you start!

You never know where a smile and casual conversation might take you. Remember, I was in a small town where most of the population had never even met an American before. My people were more than willing to lend help when they could. They knew I was alone, living in the middle of nowhere. You can’t be too afraid to ask for help. The experience changes your life. Also, if you are situated in a small village, try to be a “Yes-Man/Woman”. If you get invited to something… GO! The best way to get acclimated to your new home and learn the ways to “get around” is to expose yourself to as many experiences and people as you can early on.”

Do you have any advice for other auxiliars interested in traveling while teaching abroad?

“Obviously, you have to travel! And ideally, you don’t want to travel alone. The few sketchy situations I got caught up in were due to the fact that I was John Doe-ing around a major city by myself and got too comfortable with my surroundings in the later hours.

In regards to international travel, I never left Spain while teaching abroad. I wanted to learn Spanish while living overseas… so leaving to go spend a long weekend in Paris or Rome wasn’t appealing to me. Also, although Spain is a relatively small country geographically, it’s not a very united one. The north has a completely different vibe and culture from the south, as well as the east and northeast. There are five different languages spoken in Spain, so there was plenty to see and do in the Iberian peninsula. Also, because of my transportation issues, I didn’t have enough time to travel to Madrid, fly to another country, feel the place out, and get back in time for work. Oh well, it just means I have a reason to go back for a second round in the future!”

How has teaching abroad helped with your overall professional goals?

“Confidence is everything and it changes your life. Living in an absorbing a new country, learning a new language, traveling to other towns and cities alone, getting LOST in the mountains and navigating my way out, seeing genuine love and laughter in little kids’ eyes… everything associated with this teaching abroad experience has done wonders for my self-confidence. I know I undertook something challenging that most people I know couldn’t or wouldn’t do. It’s given me a little spring in my step that’ll help me achieve my overall professional goals.”

What was your most memorable moment in class? How do you feel now that school is ending?

“There was one Chinese family living in my town and their son was in 1st grade. When I arrived at the school I noticed how lost and unengaged he seemed. I can’t imagine how difficult it must be to speak a form of Mandarin and go to a school that speaks Valencian, while also being taught Spanish and English all in the same day. I get a headache just thinking about it.

He never did any of the activities correctly and rarely participated. On a random day, I happened to be spending extra time with him, and through the use of excessive finger-pointing and verrrryyyy sllloooowww talking, he finally understood what he was supposed to be doing. When he looked up, I could see the light bulb had just turned on in his head. He proceeded to go back in his book and completed the same activity for the previous chapters and showed me each time. He jumped and cheered when I said it was all correct. For the rest of the year, he always came to show me his work and he was just an overall more confident and happy kid. That was the coolest teaching moment I had all year and I’ll never forget that “light bulb look.” That’s why teachers are so damn important.

At the End of the Day…

Now that school has ended, I can’t really explain what I’m feeling. I know I don’t want to be a teacher anymore when I move back to South Florida, but I’m also grateful that I got to experience this and it changes your life. These kids, my school, and my fellow teachers were awesome. The past eight months were just really good for my soul. In the age of social media where children walk around with smartphones, depression, and prescription pills, I don’t think I’ll ever meet young people as happy and carefree as the ones at CEIP Lluis Vives… so I’m just thankful to know that they exist in the world.”

What will you miss most about Bocairent?

“The simplicity and slower pace of rural life. The fact that I never passed by somebody without exchanging words with them, even if just to acknowledge each other’s existence. Also, it was pretty fun being a foreigner for once! It was hard to get bored because I was always being exposed to new things.”

What will you be doing next when you move back to the United States?

“Teaching abroad in Bocairent has taught me the power of community and being a part of something bigger than myself. I know I could excel in some sort of sales position working for a random corporation selling people things they don’t really need… but that’s not me. It changes Your Life to want to continue a career in public service. I’m going to try to get into law enforcement when I move back to the United States. I think the skills I’ve acquired working in education and teaching abroad will serve me well in this endeavor.”

What is the most important tip you can give someone wanting to Teach Abroad?

“Aside from the obvious, “Don’t be afraid and just do it!” I’d advise them to think of some goals they’d want to accomplish while teaching abroad and write them down. They could be personal, professional, or both. They should read those goals every night before they go to bed and every morning when they wake up. At the end of each day, they should assess whether or not their actions got them closer to achieving those goals. If they didn’t, ask why. Traveling abroad changes your life in a positive way.”

Teaching Abroad Changes Your Life in so Many Ways

Ryan’s excursion abroad was unique in so many ways. He called my office at FSU asking about the paperwork needed for his Spanish visa. We became instant friends and he became a Dreams Abroad community member. I introduced him to our team in Spain for whatever help or guidance he might need while abroad and he was off.

His experience and time abroad have been very interesting to follow because he went with very specific goals in mind. And, of all of the teachers I have interviewed, I would have to say, he was focused, humble, and dedicated to his mission. I enjoyed this interview very much. I found his answer to question nine to be helpful, especially after doing my own teaching and studying abroad travels: “Read your goals every night and each morning when you wake up. At the end of each day, assess whether or not their actions got them closer to achieving their goals. If they didn’t, ask why.” This is great advice not only for someone living abroad but in general.

Thank you, Ryan, for allowing us to be part of your journey. We look forward to seeing your “What I Know Now” and reading your “Where Are They Now” articles in the future. Best of luck to you! If you would like to travel abroad you can do it. Living abroad changes your life forever so join our Facebook community to learn and ask questions.

by Leesa Truesdell

Which Study Abroad Program is Right for You?

Posted on May 19, 2019October 25, 2021 by Emma Schultz

So, you’ve decided you want to study and live abroad. Congratulations! Studying abroad is a fantastic way to see the world, expand your horizons, and learn something new – in and outside of the classroom. Once you’ve decided to study abroad, your next step will be to decide which type of study abroad program is right for you.

After you’ve made that decision though, what’s next? How do you decide where to go and how long to stay? Once you know which type of program is right for you, here are some resources and ideas to get you started on brainstorming your study abroad experience.

Research the Big Names in Your Program Type

Maybe you’ve decided you want to do a language program abroad to improve your speaking skills. Look into the different companies you could go abroad with. Which seem to have the best reputation/most programs? Where are their centers, and how long do they recommend going for? It’s also a great idea to read student reviews of these programs. Reviews are highly likely to highlight issues you may run into abroad.

You can gather this information relatively easily on the internet. Then, whether you decide to go abroad with a large company or prefer to go with a smaller one, you’ll have lots of perspectives to help you make your decision.

Talk to an Advisor About Study Abroad Programs

If you’re planning a semester abroad as part of your undergraduate degree, talking to a trusted advisor is a great place to start. This is particularly if you will study abroad through your home college/university. An advisor in your study abroad office can tell you what your best options are and which programs are likely to transfer credits towards your degree. They can also weigh in on location, duration of a program, and other considerations like finances, language, and more.

Though this approach might work best for traditional study abroad programs, it can also work for other types as well. Reach out to other types of advisors and mentors. Perhaps a professor of yours might be familiar with language programs. Maybe a family friend knows about a great volunteer program abroad. Having lots of conversations about study abroad will help you find the right fit.

Follow a Passion

If you’re having a hard time knowing where to start when it comes to picking a place, thinking about your passions can help a lot. Perhaps if you’re passionate about history, you could think of what kind or era sparks the most curiosity for you. If you love sports, where could you go to engage in that by joining a local team? Connecting over interests is a great way to become part of a community while living abroad, so it’s not a bad way to help you figure out where to go.

Go Somewhere that Will Help Advance Your Studies and/or Career

It also makes a lot of sense to study abroad in a way that will move your studies/career forward as well. These days, many companies are looking for I. Just going abroad is marketable, but going abroad to attend school or work is a great idea.

Maybe your university has a great business exchange program worth looking into (if that’s the career you’d like to pursue). Or, if it’s advantageous to speak another language, a program that focuses on language skills might be best. Perhaps a volunteer program would give you the necessary management/community outreach experience. Thinking about how your short- and long-term goals will pay off down the road.

Finding the Right Study Abroad Program for You

I knew for a long time that I wanted to study abroad. But finding programs that were a good fit for me involved personal interest, location, academic requirements, and so much more. Doing thorough research, talking to advisors, professors, other faculty and family members, and following my intuition helped me decide what was right for me. With the right tools, you can make an informed decision about where and how to go abroad too – and gain so much from the experience.

by Emma Schultz

Language Teaching Methods Interview

Posted on May 2, 2019October 29, 2021 by Leesa Truesdell

After my first interview with Caroline, she explained that she had recently moved back to Florida after her husband accepted a job in Miami. Caroline was going to be an adjunct professor and teach part-time online classes while also juggling the responsibilities of a stay-at-home mom to their two beautiful little girls.

Although Caroline hasn’t had the opportunity to teach any in-person classes yet, she remains optimistic that it will happen soon. In the meantime, whenever she has a moment to spare from being a full-time mom, Caroline teaches online classes with Education First. Education First is a company dedicated to connecting students to international education and adventures.

Here is what she had to say about her experiences teaching online and using her language teaching methods:

What is online teaching like compared to teaching in person?

To explain this, let me mention a bit about Education First (EF) and their online language platform I teach for called EnglishLive. EnglishLive lets students all around the world take self-paced English courses online. They can take these courses either on their own or in addition to taking in-person classes at an EF English school in their own country. Some parts of language learning can be done without interacting with others. However, at some point or another you really need to speak with one or more people.

This is where I and hundreds of other native English-speaking remote teachers come to play. We give students an opportunity to practice their listening and speaking skills with a native speaker wherever they have Internet. They can take these conversational ESL classes with other remote students on their level around the world/ or as an individual. I am in love with EnglishLive – it’s a brilliant program!

I’ve had to make adjustments on how I rely on some of my language teaching methods. I typically rely on the following: (1) non-verbal cues of students to figure out what they’re thinking, (2) my relationship with students to figure out what I can and can’t talk about, and (3) routines to help students know what to expect and how to focus. I rely on these areas while teaching online and in person, but how I determine them changes. Let me explain some ways I’ve adjusted my language teaching methods…

1. How to Get Around Missing Non-Verbal Communication

I mentioned how much I rely on non-verbal cues during in-person teaching. I do this to figure out what students are thinking and how I need to respond when teaching. For example, a student who isn’t making eye contact but is instead looking at their phone is either bored or stressed. They are attempting to avoid the situation. Similarly, a student who looks at me while speaking then looks away is simply thinking. So much communication is not what we say but what we observe. I can’t rely on non-verbal communication as much in the online classroom.

In most cases, I can’t see the student. I can’t tell when a student is bored, stressed, or needs a bit more time to process and speak. I’ve solved this problem by asking students directly how they are feeling about activities. I also delay my response a bit in case a student needs more time to speak.

2. How to Get Around Missing Relationships

Secondly, our teacher-student relationships and established routines with individuals direct our conversations and what we teach. We know if we can joke, if we need to be serious, what subjects to avoid, or what subjects to discuss based off our relationships with people. In online teaching, we rarely see the same students twice and lack these relationships. I’ve solved this by asking students as many questions about their lives during the first few minutes. This way, I can determine their interests/personalities and use the first few minutes of class to bring out my personality as much as possible.

3. How to Get Around Missing Routines

Finally, when we teach someone on a regular basis we rely on a routine. We do this to efficiently cover as much material as possible, meet all four modes of language, and direct the students’ attention to specific purposes. Since students don’t know my routine, I try to explain it during the first few minutes of class each time. I also try to have my routine displayed at the beginning of class and also on our shared notepad. This way, they know what to expect from class and what activities they will do for that day.

What are the challenges?

Technology. Sometimes there are issues with the Internet (usually on the students’ end) and you can’t hear students. Other times, students won’t show up for class and you won’t get paid for the full time. Also, online teaching makes about half as much as in-person teaching.

What are the benefits?

Lots! For one, the EF EnglishLive product offers conversational English classes 24/7. You can work as often or as little as you choose. I like teaching early weekend mornings and evenings while my girls sleep. Secondly, there’s little-to-no prep work required and very brief grading – you just teach! The curriculum is provided. Thirdly, I teach students from over 100 countries. Many are highly educated professionals, so they are always teaching me something new. Finally, as long as the top half of you (the half that’s visible on camera!) looks professional, you can teach in slippers and sweatpants with little makeup!

Why did you choose Education First as your online employer?

First of all, I enjoy how I can teach their curriculum however I want with my own teaching style. Other online platforms are stricter about the words you use or the language teaching methods you emphasize. Secondly, I am more experienced with teaching adults than children, which is what the majority of online platforms cater towards. Finally, I like how you can teach any hour of day or night due to the school’s presence over all time zones.

What is a typical session like (length, content, structure of class etc.)?

Typically, I introduce myself to the student(s) and try to learn their reasons for language learning, their level, personalities, and any room for improvement during class. After the introduction, I supply a mix of conversational questions, grammar exercises, and vocabulary exercises. These are all focused around a theme and a task within the theme. Students usually do some kind of wrap-up activity or summary at the end related to the final task goal. Group lessons last 40 minutes and private lessons can either last 20 minutes or 40 minutes. I then write a brief assessment of each student’s progress.

Stay tuned for additional interviews with Caroline to find out more of her online teaching topics, techniques, and other benefits for taking online classes.

by Leesa Truesdell