Teaching English as a Second Language in the US for the past six months, has opened my eyes to a whole new area of higher education. The blast of university international students wanting to study in America has increased significantly over the past few years and I am excited to be a part of its growth. Working in the classroom, I get to have close interaction with the students on a daily basis and learn about each one individually. Everyday I am amazed with their strength and optimism adjusting to our country as well as our education system.
Each student has their own story and their own vision and it always inspires me that they are learning “my” language. How did English get to be the universal language? All I know is that I am extremely lucky to have it as my native tongue. The students work tirelessly learning the rules of grammar, endless vocabulary, and essay structures. Even when they think they learned the grammar rule, I cringe when I have to explain the oh-so -wonderful “English exceptions.” I always apologize for our extremely difficult language and “exceptions to the rules.”
Prior to teaching with ELS, I spent time teaching English in South Korea. Mind you, I had no formal teaching training or experience before I left the United States, but my own experiences as a student allowed me to compare and contrast the US and Korean systems. A difference I believe to be the most significant is the higher accountability of US teachers. The amount of work and tireless hours spent helping a weaker student is absolutely expected in American educational culture but isn’t as culturally relevant in other parts of the world.
Now, working at an ELS center, I believe this same kind of work ethic must be demonstrated to the students. Teaching students who come from so many different education systems can be difficult to manage at times. Each student is going to approach learning in different ways and I have to be prepared for anything. I want them to know I am here for them as much as I can. I always try to consider what they are going through as well. Luckily, I can empathize with having to adjust to another culture and being away from family, friends and familiar culture. However, I have to remember that my main job is to prepare my students for the American higher education system. I think this is a challenging part of an ESL instructor’s job. I have to balance preparing my students for the American education system while also trying to ease their culture shock.
Teaching ESL in America is incredibly rewarding. Standing in front of the class, it is as though the world just became a whole lot smaller. Each day, I get to hear stories and ideas from students from all around the world. And each student has completely different ways of thinking that are a result of their own cultural norms. On the first day of class, the student segregate based on their country of origin. Then, within two weeks of class, I watch friendships being made between different cultures. This is why English is so powerful. It makes the world such a smaller place. This is a motivation for ESL instructors to continue to work hard for the students.
As an ESL professional I think it is really important that we know more about each student’s country and religion. Just letting your student know you read an article about their hometown or ask a question about a religious ritual you read about, creates a good classroom atmosphere. The students want to share their stories but are often shy about their English skills or some think we are not interested. The more I am able to learn about my students, the more effective I am as a teacher.
Finally, and I’m sure I speak for all ESL professionals, we hope that our influence and guidance as teachers will create an imprint on the students’ lives and that they will continue their studies at a great American institution.
Guest Blogger Maggie McGinty is an English as a Second Language associate instructor at ELS Educational Services at Case Western Reserve University. She earned her B.A. in Communications from John Carroll University. Having a strong interest in international education and a passion for global issues, Maggie traveled to South Korea in 2012 to teach English for one year. After returning, she has been committed to international higher education and is dedicated to helping international students here in the United States. Maggie is involved with the Council for Educational Travel, USA, mentoring high school exchange students as they adjust to life in America. Maggie enjoys meeting people from around the world and is looking forward to her next opportunity abroad. In the meantime, she is satisfied exploring the world through her multicultural classroom at ELS- Case Western Reserve University.
