HUGE Fellowship Experiences
Kae Bradley, Marshall University, Huntington, USA
Embarking on a 10-month-long journey in Kazakhstan, an unfamiliar country through the English Language Fellowship was a wonderful and transformative experience. From learning humility and understanding cultural nuances to experiencing both professional and personal growth, my fellowship reshaped my perspective in profound ways. Join me as I share the H.U.G.E. impact of this incredible opportunity, highlighting the challenges, rewards, and unforgettable moments that enriched my life beyond measure. Receiving an opportunity to be a part of the English Language Program Fellowship was a H.U.G.E. deal for me. I had to live in a country I knew little about for almost a year. But my fellowship experience in Kazakhstan was a fruitful one that can be summarized in four letters: H.U.G.E.
H – Humble: I have been teaching English for more than 20 years, working with young learners, college-level students, and adult learners. I have also served as an administrator in international language schools and institutions for several years. Despite my extensive experience, the fellowship humbled me. Entering a new educational environment with unfamiliar systems, students, and teachers reminded me that there is always more to learn and adapt to. This experience enriched my perspective and made me a more empathetic and flexible educator. A particularly rewarding moment in embracing humility was realizing how dedicated these teachers are, how much they care about their students, and how they thoughtfully consider all aspects of their students’ lives when offering advice.
U – Understanding: The fellowship has taught me to understand things from different perspectives through real-life examples. For instance, my initiative to celebrate Halloween initially faced some pushback. At first, I did not understand the resistance, but I soon learned the religious and traditional reasons behind it. Conversely, I shared my perspective to clarify the situation. We ended up having a great celebration focused on students’ creativity, ensuring we addressed concerns while meeting the activity’s objectives.
Another example is how students who arrived late to class would knock loudly and ask for verbal permission to enter, which interrupted the lesson. I learned that, in their culture, this was a sign of respect. After discussing it, we reached a mutual understanding: they would enter quietly without disrupting the class or accept my hand waving as permission instead of waiting for a verbal response. These experiences helped me appreciate the importance of cultural sensitivity and effective communication. A particularly rewarding moment in understanding was when my students expressed their gratitude for my efforts to respect and adapt to their cultural norms, deepening our mutual respect.
As a program administrator, this fellowship provided me with invaluable insights. Teaching without any administrative tasks allowed me to better understand teachers' perspectives. Their unbiased comments about their administrators, who had no connection or impact on me, were enlightening. I learned valuable lessons from those comments. Understanding the challenges and perspectives of teachers firsthand can help administrators develop deeper empathy for their staff. This can lead to more supportive and effective leadership practices.
G – Growing: I have experienced tremendous growth, both professionally and personally, during my fellowship. Professionally, I have established numerous connections within the ESL field, including educators, individuals from educational centers, language grant recipients, and government officials at various levels. One notable highlight was a private conversation with the U.S. Ambassador in Kazakhstan. Each of these interactions motivated me to expand my horizons. Inspired by these connections, I developed plans for a Global Language Camp and an English Immersive Camp, aiming to contribute significantly to the TESOL field. These initiatives stem directly from my discussions and collaborations with diverse individuals throughout my fellowship. From seasoned American expatriates sharing insights gained from years abroad to young Kazakh entrepreneurs envisioning innovative educational centers, each encounter broadened my perspective.
On a personal level, I have forged enduring friendships with colleagues, transcending language barriers and cultural differences. A particularly rewarding moment in my journey was presenting my proposal for the Global Language Camp to an audience of professionals, receiving enthusiastic feedback and support.
As an administrator, the relationships formed with local educators, students, and communities underscore the importance of collaboration and community-building in achieving educational objectives. These experiences have equipped me with valuable insights that can be applied to foster a stronger sense of community within my institution. They have inspired me to explore new programs and initiatives, such as global language camps and immersive learning environments that enhance educational offerings and promote collaboration between institutions.
E – Embracing: The fellowship has brought immense joy to my life in countless ways. Living in a new country was a thrilling adventure, filled with opportunities to explore new cultures and traditions. I have enjoyed seeing the positive impact of education on my students lives and witnessing the transformative power of language learning. I have also embraced some challenges in my daily life as a part of my learning journey.
During my stay, I expected some challenges. The number one challenge I faced was definitely the language barrier, which led to other difficulties. During my first few attempts to navigate around town, I struggled to read bus signs to ensure I was heading in the right direction. While Google Maps helped to some extent, many places and roads were not updated. Locals recommended a local navigation app, but it was no longer available for new users. Switching to taxis presented its own challenges. Once, I requested a taxi, but when it arrived, I couldn’t find the car. The driver called me through the app to figure out my location, but we couldn't communicate. The sun was setting, and the weather was quickly dropping to nearly -20 degrees Celsius (-4 degrees Fahrenheit). A few weeks later, I felt more confident about riding the bus. I was certain I got on the right bus from the correct stop. Twenty minutes later, I had to get off, only to realize I was lost. The bus had changed its route due to road construction, and the driver announced to all passengers to get off at nearby stops, which I didn't understand. Without the internet connection in that part of town, I couldn’t call or share my location for help. Again, the weather was freezing.
Another challenge was at the post office. I wanted to mail a package home but was confused about which queue number to choose from the ticket dispenser. I picked an icon that looked like a package, but it was incorrect. Eventually, I was directed to the right queue, but I learned that I couldn't mail anything outside the country without a local ID number, so my mission failed.
In addition to grappling with language-related challenges, navigating cultural differences provided unique and enlightening experiences. One particularly notable aspect was the etiquette observed during faculty gatherings. Initially, I felt uncomfortable being directed to sit deeper inside the room, inconveniencing others each time I entered or exited. On one occasion, I firmly declined to avoid disrupting everyone, explaining my need to leave earlier than others. Despite my intentions, this led to visible discomfort among my colleagues, who reiterated that seating arrangements were rooted in cultural norms of respect. Learning to navigate language barriers and cultural differences can enhance administrators’ communication skills, making them more adept at handling diverse teams and student bodies.
Similarly, cultural nuances around cab rides and restaurant seating shed light on deeper layers of courtesy. I observed my Kazakh friend’s habit of waiting for me to enter first during cab rides, always following me in from the same side of the car. When I chose to enter from the opposite side once, she adjusted without hesitation, highlighting the adaptability inherent in our cross-cultural interactions. At restaurants, I was often gestured to sit further inside, initially attributing it to my limited ability to communicate with the servers. Later, I discovered that this seating custom reflects local values, where guests are positioned furthest from the entrance as a mark of respect and hospitality.
These encounters, initially perplexing, ultimately enriched my understanding of the intricate fabric of Kazakh culture. They fostered deeper connections and mutual respect in both personal and professional spheres, demonstrating the importance of cultural sensitivity and adaptability in international settings. Despite these challenges, each experience was a lesson in resilience and adaptability, proving invaluable in my journey with the fellowship and in understanding the international students I work with. Exposure to different cultural norms and practices can help administrators create more inclusive and respectful educational environments, which is crucial for fostering a positive learning atmosphere.
Despite these challenges, each experience was a lesson in resilience and adaptability, proving invaluable in my journey with the fellowship. Exchange programs internationally holds immense potential to foster deepened intercultural understanding and collaboration. Structured cultural exchange programs could bring educators and administrators from diverse backgrounds together to teach and learn in each other's educational settings. These initiatives would enable firsthand sharing of teaching methods and cultural insights, enriching perspectives and promoting empathy, tolerance, and global citizenship among future generations of language educators and administrators (Institute of International Education, n. d.). These transformative experiences, from navigating unfamiliar cultural norms to forming lasting friendships, have profoundly deepened my commitment to cross-cultural education and global understanding. My journey with the fellowship has expanded my professional horizons and enriched my personal growth, equipping me with invaluable skills in cultural adaptation and empathy.
If you are an experienced English educator or administrator with teaching experience looking for an opportunity to live abroad in a safe environment, this fellowship is for you. You will connect with other experienced educators and administrators who work internationally with an open mind. There is a built-in community to help you throughout your stay. The program seeks experienced English teachers to share their knowledge, teaching experiences, and American culture with students and local teachers in the host country. Details about the program assignment, qualifications, and logistics can be found at https://elprograms.org/.
References
English Language Programs. (n.d.). Retrieved June 15, 2024, from https://elprograms.org/
Institute of International Education. (n.d.). Retrieved June 15, 2024, from https://www.iie.org
Kae Bradley is the director of the English Language Institute at Marshall University, and a fellow of the English Language Fellowship Program (2023-2024) in Kazakhstan. Her main expertise lies in designing engaging and practical classroom materials, assessments, and projects that equip learners with real-world skills, applying TESOL theories to enhance students’ readiness for diverse career paths. She is President of West Virginia TESOL (2022-2023).