The Global Bulldog, Volume 2, Issue 1

The Global Bulldog Volume 2, Issue 2

Summer/Fall 2014

Prep for the Field

PCV Highlights

“Posh Corps”

Togo PCV Amanda shares her perspectives on developing the PCMI program with hardship in mind.

Page 2

Updates on current Peace Corps news affecting PCVs all over the world.

Ecuador PCV Kate gives us her perspective thus far, a few months into her placement at her permanent community.

Page 5

Page 3

Publication of Gonzaga University’s Peace Corps Master’s International Program

Editor’s Corner

Britt Harmon, PCMI/MA-TESL Student Gonzaga University Current PCV, The Republic of Macedonia

It is a pleasure to meet all of you! I am the new editor of The Global Bulldog and I would like you to get to know me better.

On September 14, 2014 I will have completed twelve months of my service in Macedonia. Now, counting down the days is never a good sign, and I can assure you that I am doing no such thing, but one year is a landmark in Peace Corps service. The theory is, as far as I can tell, that volunteers need the first year to settle in, get a handle on the local language, create relationships with those in their community, and learn the ways of their new world. Meanwhile, the second year is business time. I feel like I fit into the group of volunteers experiencing this “norm.”

My first year here has been spent mastering my primary local language (Albanian) and attaining competency in the national language (Macedonian), understanding the lifestyle of my host-family, acclimating to teaching in my village secondary school, and generally keeping on-top of what life throws my way.

Now it is business time, now I feel competent enough to enact the plans and projects that I have been working on and laying the foundation for. I am very much looking forward to this upcoming school year. I am ready! And, I look forward to sharing this journey with all of you.

Learn more on Britt’s blog: smelltherosesontheruninmacedonia.blogspot.com

Campus Updates Stephanie Dempsey recently returned to campus from her three years in Malawi.

Zach Wegner recently completed his service in Samoa.

We have 4 currently-serving PCMI students: Cheyanne Greer, Mozambique Amanda Walsh, Togo Brittany Harmon, Macedonia Kate Barba, Ecuador We have 3 PCMI students that recently received their placements: Jenn Kurz, Panama Alyssa Micek, Ecuador Nina Paavola, Indonesia

I asked current PCVs the question, “now what?” How is your service thus far affecting your vision for the future of this program and how do you think we can continue to develop as a Peace Corps Master’s International program? neglect their homework and care very little about their grades. The main educational problem, however, is poverty, which is really the base of the problems previous addressed. Many parents are unable to pay the school fees or often choose to pay only for their eldest son. Additionally, there aren’t enough jobs that require traditional education. Most parents are farmers, boutique owners, or drivers. I often find myself

struggling to motivate my students by means other than using education for education’s sake. So you can pay your school fees for middle

Amanda, PCV Togo On the eve of my one year anniversary in Togo, I have been reflecting a lot on the past year. This was my first real teaching experience and let me just say that it was a crazy journey filled with ups, downs, swirls, and zigzags. In other words, I learned a lot of new information in the field through trial and error.

Togo is a very small country located in West Africa between Ghana and Bénin (if you’ve never heard of it, don’t feel bad. I hadn’t either). The education system here reflects that of its former colonizer: France. I often noticed while living in France during my junior year at Gonzaga that French people tend to be very particular about small details. The same can be said for the Togolese. I often find that my students are far

school, but can you pay them for high school? And what about University? Once you finish University, what next? It is difficult to visualize the end goal.

Within my context, I feel that the MATESOL program has prepared me well concerning pedagogical theory. I can talk about the Communicative Language Method and the evolution from the Grammar Translation Method to the Audio-Lingual Method. I can discuss literacy and have limited experience in teaching immigrants and refugees. I can apply everything I learned during the program in a small class, however, I am not sure that my needs as a PCMI student were fully met during my time at Gonzaga. I understand that the program cannot be tailored to each student. Such a program would inevitably be unfocused and disorganized. That being said, it seems that as an accredited PCMI program, more support should be given to PCMI students. I propose a required final course for all PCMI participants that would be a compilation of all of the information and knowledge accrued throughout the program and re-focus it on the Peace Corps experience.

more concerned about whether their pen is red or blue than about whether they copied a word correctly. I teach two classes that are equivalent to a 6th grade level in the United States. I teach a total of 119 students with one class of 58 and one class of 61. The students’ ages range from 10 to16 and the majority of them are boys. That’s right–you read between the ages of 10 and 16 in a 6th grade class. It is not uncommon for students here to “redouble” or repeat a year. Students are often crammed 2 or 3 to an extremely uncomfortable desk (I can only last about 15 minutes before I lose feeling in my legs). Teachers are underpaid, thus the first three months of the school year were disrupted by a strike.

Parents are often uninvolved or too busy to guide their children, leading to a high rate of early and/or unwanted pregnancy. The lack of parental involvement also results in a deficit of student motivation; Students

Continued on the following page…

2

“This was my first real teaching experience and let me just say that it was a crazy journey…" could be supplemented with a Peace Corps Prep course, I believe that I would have been better prepared for service here in Togo.

A Peace Corps Preparation class would, in my opinion, allow PCMI MATESOL students to better prepare ourselves for the field.

Independence Day celebration at Amanda’s Center for Economic Growth (April 27th)

As I write this suggestion, it occurs to me that such a course does exist, though in my opinion, it was not focused enough on my future Peace Corps experience; Course Design takes all of the knowledge and experience that we accrue throughout the program and asks us to apply it towards our own tailored context. I have found this course very valuable during my service, as I, and some of my fellow volunteers, have recently decided that we are going to update/rewrite the current English textbook here (which hasn’t been updated since 1983-it’s been a couple of years to say the least). In redesigning this text, I will be required to apply a lot of the information that was presented during this course. That being said, if Course Design

While our contexts as Peace Corps Volunteers will vary, we often work in communities with limited technology, large class sizes, and almost universally, EFL settings. Such a course could be taught by a Returned Peace Corps Volunteer or perhaps facilitated by one.

I can only speak for my own experience in Togo, but my access to

technology here in Togo is very limited, as in non-existent. Studying technology in education is very important for every educator in the TESOL community, but a PCPC (Peace Corps Prep Class), could help future volunteers work together to modify their classroom expectations. The class could focus on minimal technology and resource development.

Continued on the following page…

Worldwide PCV Highlights Information about PCVs everywhere •

In February 2014 Peace Corps evacuated two hundred and thirty volunteers from Ukraine.

•

In June 2014 Peace Corps announced that it would begin accepting applications from same-sex couples serving together.

•

In July/August 2014 Peace Corps evacuated 230 volunteers from the West African countries of Guinea, Sierra Leone, and Liberia due to the largest Ebola outbreak ever recorded.

3

For example, in designing a course, Peace Corps Volunteers (PCVs) should plan and design their courses with the idea in mind that they may only have a piece of chalk and a blackboard. How can we apply what we have learned throughout the program to design a course in this context when the course itself requires materials? I cannot print things out on my Peace Corps (PC) budget nor can the Host Country Nationals (HCNs) afford such a luxury. These small details could be addressed in a supplemental course.

“As we teachers are always growing, developing, seeking to better ourselves…the program, too, should be developing, changing… ” - Amanda, Togo PCV

Kids at church

The second topic that could be addressed in a PCPC is the large class sizes that PCVs face. After taking Immigrant & Refugee Perspectives, I had a small taste of what a larger class would be like and I noted during this experience that some of the techniques I observed did not seem to be very studentcentered and seemed to lean towards drilled exercises.

The class, as expressed in the title focuses on the immigrant and refugee population and was more focused on the social experiences as opposed to how to teach most effectively in such a course. Immigrant & Refugee Perspectives was one of my favorite courses throughout the program, but such an experience could be brought into a PCPC to better prepare the volunteers for the realities of their students. In addition, the program focuses on the “ideal” classroom, but if I could go back and retake some of my courses I would ask “but what about if we aren’t teaching in an ideal situation?” Of course, after my service here in

Togo I would love to return to the States and teach ESL at the university level, but some TESOL instructors do not start at that level. Some TESOL instructors will start at in a very challenging environment and this will make us stronger teachers in the future, but I think the program should start preparing us for such an environment throughout the program.

Finally, a PCPC could discuss in more detail how to teach in an EFL community. EFL is certainly discussed throughout the program, but a PCPC would provide an opportunity to PCVs to explore what this means for our lesson planning. How are we going to assign homework to our students? What is going to motivate them? How can we provide practice opportunities for our students when we only see them

for one hour four times per week? What do we need to change or emphasize in our classrooms that is different in an EFL/Peace Corps setting that is different from an ESL or any other EFL situation?

While most MATESOL students complete their practicum in the Center for Global Engagement with the expert eyes of ELC professors and staff, we PCMI-ers are preparing ourselves to learn with little to no support or guidance in the field. Teaching is an exciting yet nerve racking experience for most new teachers and not only are we facing this obstacle, we are off in some foreign land teaching in a culture that we are constantly trying to understand. I enjoyed nearly every moment of course work that I completed in the English Language Center. I learned from the best. I respect every professor, adjunct and tenured. I have entered the Peace Corps feeling like an expert in my field. Other volunteers come to me to exchange ideas and I am more confident in my lesson planning, in my teaching, and in my classroom management than most. This opinion piece is in no way written to belittle everything that I have gained from my time as a PCMI student and Gonzaga. As we teachers are always growing, developing, seeking to better ourselves and explore new techniques and ideas, the program, too, should be developing, changing, becoming more comprehensive, and providing more support to future PCVs through a supplementary Peace Corps Prep Course.

4

Contact Information General Information gonzaga.edu/pcmi pcmi@gonzaga.edu (509) 313‐6560

Tyler Wasson wassont@gonzaga.edu (509) 313‐5593 Melissa Heid heid@gonzaga.edu (509) 313‐6560

James Hunter hunter@gonzaga.edu (509) 313‐6564

Thank you Tyler Wasson for helping me to complete my first issue of The Global Bulldog! You were always there when I needed your wisdom. –Britt

Kate at her swearing-in ceremony

Kate, PCV Ecuador When you imagine the Peace Corps, typically the first image that comes to mind is a volunteer walking miles on a dirt road carrying water or washing clothes in a river alongside other members of the community. Well, as it turns out, that is not the Peace Corps that I joined. As I sit here in my airconditioned room after swimming in my host family's private pool, I would say that I am not exactly roughing it. I have joined what has become fondly known as the Posh Corps. A typical week in Posh Corps involves taking a taxi to school with your host family every day, eating Chinese food usually once a week, swimming in my private pool, and watching Netflix at night.

However, I don't have hot water and do have to take the bus back to my house after school as to not completely lose touch with the Peace Corps spirit.

After some reflecting, I decided that I didn't join the Peace Corps to live in tough conditions but rather because I wanted to become a better teacher by means of helping and immersing myself in a community. I could not have been any luckier in this aspect.

My school, Carmen Mora de la Encalada, is very welcoming and all of the teachers have quickly accepted me into their community. My group of eight English teachers is wonderful and they are grateful to have me here to help improve their English and their classes. At first, I was a little hesitant to start working in the field because I am a bit of a perfectionist and did not want to disappoint my teachers. However, it quickly became clear after arriving to site that my yearlong program at Gonzaga has more than prepared me for the next two years. I feel much more prepared and experienced than the majority of my fellow TEFL volunteers as well as supported by my fellow PCMI volunteers.

It is hard for me to say what is next or if this has been a worthwhile experience because I have only been at my site for two months. However, I can say that I have had the opportunity to meet a group of wonderful people and work for a school that is very appreciative of having the chance to improve both their program and English. Would I join again? Well, if I could skip over the torturous three months of training, I think I would still be here because where else would I be able to live in luxury like I am here?

Please share your ideas, events, and articles for our next newsletter.

Email: brittanysle@gmail.com

Kate during Pre-Service Training at the training center

5

Coordinator’s Corner

Melissa Heid, Manager of Student Services, Recruitment, and International Contacts This October, we completed our MA/TESL & PCMI Program Review. In addition to reporting data and submitting documentation, a program reviewer visited campus and observed our TESOL Programs. She met with faculty, staff, and students; sat in on classes; and more. Following the receipt of recommendations, highlights will be sent out to current students and alumni.

We are excited to have Stephany Kalawe, RPCV Malawi, back on campus. Stephanie is currently working as a Graduate Assistant for the English Language Center.

Recently, Stephanie updated our PCMI Bulletin Board with help from our PCMI students across the globe.

Gonzaga University PCMI English Language Center 502 E Boone Ave. AD 88 Spokane, WA 99258