Vol. 8, Issue 1 - International Education

Vol. 8, Issue 1 â– Fall 2016

HEY, TEACH!

The Victoria College Education Magazine

on "International Teaching"

Find us online at www. heyteachvictoriacollege. wordpress.com or at heyteach@utoronto.ca!

EDITOR-IN-CHIEF Michelle Brooks

SENIOR EDITOR Rija Saleem

SENIOR PRODUCTIONS MANAGER Brittany Yuen

PUBLIC RELATIONS MANAGER Cassie Fast

ASSOCIATE EDITORS Abeera Ali Melody Barclay Taylor Cenac Jessica Concepcion Maddy De Welles Mehak Jamil Vivian Li Marissa Mark Elizabeth Parker Natalie Sanchez Jessica Shi Lisa Shimano Joselyn Wong

ASSOCIATE PRODUCTIONS Abeera Ali Elizabeth Parker Lisa Shimano Yilin Zhu

Letter from the Editor

A lack of teaching jobs in Ontario is one of the main reasons why more newly-graduated teachers are going abroad. Teaching internationally not only provides a good opportunity to travel, it also makes it easier for teachers to learn and develop more inclusive teaching pedagogies. Culturally responsive pedagogy is becoming more and more crucial, especially in diverse cities like Toronto.

This issue includes the experience of new teachers who have taken the opportunity to go abroad to teach as well as that of teachers who are finding ways to be culturally responsive in their pedagogy here. Our first article is entitled “If You Want to Teach, You’ll Teach” by Nicole Pereira.

She encourages new teachers to take risks and to follow their hearts by finding a way to do what they love, no matter where they have to go in order to do so. In our feature interview, three Victoria College graduates who are currently teaching on Jeju Island in South Korea, share their own professional and personal growth at Branksome Hall Asia. Some of the students from Victoria College who are involved in a teaching internship at the Beijing Foreign Language School attached to Beijing Foreign Studies University, provide us with their thoughts during this exciting period in their lives. Joselyn Wong interviews some students who went on the same internship to Beijing last year. One of the students from this interview, Jessica Concepcion, goes on to write her own piece about what she learned from the experience. Another student, Elizabeth Parker, learned about the importance of flexibility while teaching in Beijing. In contrast, Yong Wenjuan (Jane), a teacher from Beijing Foreign Language School writes about her time on exchange here at Victoria College.

The selection of articles for this issue continues with a piece by Lisa Shimano who interned in an international school in Tokyo and she shares a song translated from Japanese. Melody Barclay explains what culturally responsive pedagogy means for teachers and students not only while teaching abroad, but also while teaching in Ontario. Abeera Ali explains what it was like for her to return to Pakistan after many years of being educated in Canada. Mehak Jamil shares some of her own ideas on how to teach students who are from diverse populations. Miriam Baichman points out that plagiarism is perceived differently in some parts of Asia, and she provides ideas on how to teach international students to use their own words. Finally, Natalie Sanchez, Vittoria Tesoro, Amanda Squillace, Maddy De Welles and Samantha King explain how teachers who choose to educate in Ontario can actually bring travel and diversity into their own classrooms.

I would like to thank everyone who has contributed, edited and helped to design this International Education Issue. Many people worked hard to create a magazine that would give potential and experienced teachers a medium in which to share their ideas. Thank you for picking up a copy of this magazine and I hope you will enjoy it!

Sincerely, Michelle Brooks Editor-in-Chief Any questions regarding the articles in this issue can be addressed to the Editor-in-Chief.

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Letter from the Editor

Michelle Brooks If You Want to Teach, You’ll Teach

Nicole Pereira Going with the Flow of Teaching

Elizabeth Parker Feature: Teachers in Korea

Interview conducted by Michelle Brooks Teaching in Beijing

Elizabeth Nyhof-Young, Brittany Yuen, Yi Lu, Zachary Wuebbolt Experience Study Abroad

Joselyn Wong Learning to Teach or Teaching to Learn?

Jessica Concepcion University of Toronto Exchange Experience

Jong Wenjuan (Jane) Each Student is One of a Kind: Enriching International Education

Lisa Shimano Where are you from?

Abeera Ali The Value of Culturally Relevant and Responsive Pedagogy

Melody Barclay Teaching Internationally At Home: Cultivating Relationships Through Language and Writing

Mehak Jamil Cultural Plagiarism

Miriam Baichman The Versatility of International Education

Natalie Sanchez The Stationary Journey of International Education: A Powerful Route to Learning about Culture

Vittoria Tesoro Bringing International Education into the Classroom

Amanda Squillace Culturally Relevant Teaching: Crucial Practices That Empower Students

Maddy De Welles Perhaps the World is In Your Classroom

Samantha King Final Thoughts

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If You Want to Teach, You’ll Teach Nicole Pereira B.A. (Hons) B.Ed. JK Prep Teacher Intern Branksome Hall Asia

In Teacher’s College we were told time and time

again, “It isn’t easy to get a job right now as a teacher.” We heard this from professors, from parents, from friends, from advisors, and from anyone else who heard us talk about the profession that had captured our hearts. We took all of the right steps, we got good grades, yet we walked out of school wondering what will happen next. For me, the answer was simple; if you want to teach, you’ll teach. All I knew was that I needed a classroom, and where exactly in the world that classroom was didn’t really concern me too much.

So here I am, first year out of university, teaching kindergarten at a beautiful international school on a gorgeous little island in South Korea, living with a fellow OISE graduate, and getting more time in the classroom than I ever thought was possible. We are getting paid to do some hing we love, and all that we had to do was hop on an airplane.

International experience brings many challenges, most of which revolve around me missing my family and my favourite foods. In many cases, you may not share a common language with your students, but teaching can be done in a hundred different languages, many of which are nonverbal. If you possess the languages of love and respect, you are capable of this adventure.

You may think that you’ll miss home, but home will always be there. Following your passions sometimes requires a sacrifice, but the rewards, both personally and professionally, will most certainly be worth the risk.

Take the leap! If you are passionate about teaching, find a way to do it. Go International, and challenge yourself to see the world. International opportunities for teachers are abundant, so if teaching is what you are meant to do with your life, make it happen. Go international, get lost, learn a new language, and teach with all of your heart.

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Going with the Flow of Teaching Elizabeth Parker Year 4 CTEP Major: History Minors: Polical Science and Education and Society

There is nothing quite like being the sole

source of information for someone. In Canada, we talk about how there are multiple factors at play when shaping children’s lives: the media, parents, friends and role models. When you’re teaching abroad, however; it is just you, just you and the opportunity to teach that child as many English words as possible and as many interesting and hilariously awesome Canadian facts that you can think of. I taught abroad in Beijing, China, for four months and I would not change that time for anything. I was the children’s only experience of a Caucasian Canadian to whom they could ask their questions and with whom they could discuss their future.

One of the most incredible aspects that I enjoyed while teaching abroad was the ridiculous freedom I had with my classes. I was teaching eight classes and absolutely loved the art of teaching my kids something new every day.

I learned the hard way how vital it was for me to have fun with my lessons. If I was not enjoying what I was teaching my students, then there was no way my students were going to enjoy the lesson. I realized that I had to bring aspects of myself into the classroom and personalize my lessons. I not only personalized lessons for my students, but I also personalized lessons for myself, both of which helped to engage my students in whatever concept I was striving to explain.

I learned to ‘go with the flow’, as I came to call it. This became my slogan in China. Once I learned what aspects of the education system I had control over and what aspects I had to adapt to, I became a much more functional teacher. I gained confidence in my teaching abilities and learned to adapt to whatever situation was before me.

I was reflecting back on my time in China, as I do all the time now instead of studying for my midterms, and I realized if I want to be an outstanding teacher here at home in Canada, I have to bring all these aspects of teaching back to Canada. I need to bring new concepts to my students so I can be the first instance of something new for them as well. I need to make my lessons in Canada fun to teach so I can share my enjoyment with my students. I need to continue the confidence I gained in China and bring it into Canadian classrooms. I need to try to accomplish bigger and better things in order to challenge myself more. I need to incorporate the ‘go with the flow’ attitude into not only teaching, but also my daily life. Doing these weird and wonderful things, such as teaching abroad, is, of course, amazing; however, it is important to remember to bring what we have learned abroad back home to Canada. It can be easy to fall back into the trap of the same routines and practices of the teacher we were before we went abroad; however, this experience changes us and we have to act like it. Teaching abroad is definitely one of the most wonderful and meaningful experiences of my life and I would, of course, recommend it to anyone and everyone. Just remember to always bring back what you learned and apply your new ideas to your life back home again.

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Feature Interview Teaching in Korea

Michelle Brooks Andrea Girt Year 5 CTEP B.A. (Hons) B.Ed B.Sc. (Hons)

Teacher Don Interviewer Branksome Hall Asia

Veronica Jansen

B.A. (Hons) B.Ed.

Nicole Pereira B.A. (Hons) B.Ed.

Grade 6 & 7 Teacher in English and Humanities Branksome Hall Asia

JK Prep Teacher Intern Branksome Hall Asia

A

ndrea Girt, Veronica Jansen and Nicole Pereira are Victoria College and OISE graduates who are teaching in South Korea. Currently, all three are teaching on Jeju Island at Branksome Hall Asia. During this interview they share insight into their professional and personal growth while teaching abroad.

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How long have you been teaching abroad in Korea?

Where in Korea are you teaching?

Veronica: I have been teaching in Korea for three years. I teach at a private all-girls international school on Jeju Island, located off the southern coast of South Korea.

Andrea: I have been in Korea for a little over 3 months – I arrived on August 1st this year.

Nicole: I started teaching here in August, so I have only been here a few short months.

Have you taught abroad before? If so, where have you taught?

Veronica: This is my first time teaching overseas and I’m hoping it’s not my last!

Andrea: This is my first time teaching abroad.

Nicole: I was lucky enough to have the opportunity to teach at Beijing Foreign Language School in China.

Why did you decide to go to Korea?

Veronica: I chose to come to Korea because of a great opportunity that presented itself straight out of university for a job working as a Don in residence and as a co-teacher. Considering the job market for teachers in Toronto, I thought this would be a great opportunity to get some experience in the field while at the same time getting to explore a bit of the world.

I had initially planned to stay for one year, but ended up seizing the opportunity to have my own classroom and here I am, going on three years!

learn, and the proximity to so many beautiful beaches did not hurt. I wanted to take a risk and to teach, so here I am.

Did you have any previous experience with Korean culture and language before you went?

Andrea: No. How did your previous experience teaching while in CTEP and or Vic One Ryerson Stream help you to shape your instructional style in Korea?

Veronica: Both Vic One Ryerson Stream and CTEP did a great job of building and fostering a sense of cultural awareness in pre-service teachers. Being sensitive to the culture and societal norms in different countries is important when teaching abroad. My students have a significantly different upbringing from my own, and understanding where they’re coming from and how their society has shaped who they are is an important part of being able to understand and connect with students. Furthermore, by understanding where students are coming from, I know how to teach them and to push them a little outside of their comfort zone, but remain culturally sensitive at the same time.

How did your previous experience teaching abroad help shape your instructional style in Korea?

Nicole: I am a completely different teacher than I was in China. I am far more aware of cultural expectations, but even more firm in my teaching philosophy and pedagogy. Teaching abroad previously just gave me a hunger and a desire to come back.

Andrea: I was told about Branksome Hall Asia by friends who also completed the Concurrent Teacher Education Program through Victoria College and OISE. They really enjoyed their experiences teaching and learning while abroad at BHA and recommended the school to me. I love to travel, so I thought it would be a great experience for a new teacher like myself – especially when the job market for teachers in Ontario isn’t the best right now.

Nicole: I really wanted to teach, and I was willing to go anywhere to be able to do that. Branksome Hall Asia gave me an opportunity to be in the classroom part-time, which eventually led to a full-time teaching offer. The island was gorgeous, and I just remember hearing about all of the opportunities to teach and

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Have you been trying to learn the Korean language?

Are there any interesting customs that you would like to share? Have you felt any culture shock?

Veronica: I have not done a very good job of learning to speak Korean, unfortunately. Most of the Korean I’ve learned has been from my students, who are a huge support, despite my terrible accent!

I have certainly experienced culture shock, most recently when I had lunch at a small, hole-in-the-wall Korean restaurant right by the coast. Jeju Island is in no shortage of fresh seafood, evident by the squid boats that light up the surrounding waters every night—no matter the time of year. A friend and I had ordered seafood stew, which is a fairly common Korean dish. When our meal arrived, there was plenty of fresh seafood in the stew, including two abalone (shell fish) that were still moving! I’ve had plenty of fresh seafood during my time in Jeju, but nothing this fresh.

In case you’re wondering my friend and I did eat the abalone, but not until they were definitely dead!

What is the most terrifying or exciting moment you have had abroad?

Andrea: The most simultaneously exciting and terrifying moment was the first time I supply taught a JK class by myself. It was the first time I had been given full control and responsibility over a class. The day went very well and it was a great experience – but definitely scary!

Nicole: So many absolutely crazy things have happened that I can barely discribe even one. I bought a car and got my very first flat tire ever in the middle of the night in a country where I don’t speak the language. That was beyond terrifying for about the first three minutes, then a lovely group of strangers with just enough English to get us by came over and completely took over the situation. Within ten minutes I was at the police station and a tow truck was fixing my tire for free. Also, one time I went to an acrobat show and was chosen from the audience to be lifted up by a group of very charming young men. Very strange and magical things take place almost daily.

I am sure that there have been many rewarding moments for you as a teacher so far, can you tell me about one of them?

Andrea: In addition to working as a supply kindergarten teacher, I also work as a residence don with students from grades 6-9. One of my students who struggles academically was very excited to inform me that she got a high score on an assignment that was especially difficult for her. It’s really exciting and rewarding when your students work hard and are able to achieve their goals, especially when they tackle the obstacles they face head-on.

Veronica: Traditional Korean education is often rooted in rote memorization and knowing the ‘right’ answer. For a number of my students, especially those new to international education, the idea of inquirybased learning is different and often scary. Having students develop their own voice through collaboration and problem solving is something that takes time, but it is so rewarding to see how much students grow from the start of the year to the end. I have been fortunate enough to teach a number of my students from last year again this year, and it’s been so great to see how much they’ve grown and developed as learners. There’s no better feeling than seeing a student who barely spoke when she first arrived, confidently sharing her opinion with the whole class. It’s moments like these that drive home what a positive impact education can have on young people.

Nicole: Teaching is the most rewarding and challenging profession. I laugh constantly, and I take great pride in the little wins every day. I am with the youngest learners at our school, and at age three you can imagine that my students are developing faster than I can even keep up. Their language progress is unbelievable, and they are so caring for one another.

Watching one of my more reluctant students get

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comfortable in class has been a true joy. She used to cry every day and now she is consoling other students and just the other day, she told me “sarang hae” which I had to have translated, but it means ‘I love you’ in Korean. I may or may not have teared up a little bit.

What advice would you give to a new teacher who might be contemplating the idea of teaching abroad?

Andrea: Try it! Mentally prepare yourself that you will have hard days, but know that you would have those even if you were teaching at home. Travelling teaches you about yourself and broadens your perspective on the world. It’s a wonderful way to learn about different cultures and lifestyles and it ultimately shows you that there are more similarities than differences amongst different groups of people.

Build community with people whom you support and who can support you – don’t underestimate the importance of friendships. Mostly, don’t take it so seriously – as Ms. Frizzle would say, “Take chances.

Make mistakes. Get messy.”

Nicole: If you’re considering going abroad, go. Take a risk, make the leap, buy a plane ticket and explore the world.

What is the one thing that you would suggest a new teacher should bring with her or him to teach in Korea or China?

how fast a new place can feel like home. In terms of being an unprepared teacher, all I can say is that you learn through doing – the more you teach and the more you observe really great teachers in action, the better you become as an educator. Trust that you have the fundamentals within yourself – everything else is just fine-tuning.

Nicole: My fear was less about Korea and more about teaching. This is my first time making decisions as a teacher in a class where the students and parents look to me for guidance. That was a huge realization, that I am responsible for these little humans. I was terrified of not knowing what to do and not knowing where to go, but I believe that every good teacher starts out with this doubt. I am surprised every day at how naturally it comes, and at how much I really did learn in university. Teaching is a little scary, but this is my passion so I just keep reminding myself of that.

You know yourself and your own experiences better than anyone else! What is the one question you would have asked yourself before going to Korea, and what is your answer to that question now?

Nicole: I asked myself constantly, am I actually ready for this? The answer was and always will be, no. You will never be ready to teach or to move or to make any big change really, but being ready is useless. Being curious and being brave and being a risk-taker is far more exciting than being ready.

Nicole: If you’re moving abroad, first, unlock your phone. You will truly thank me for this one. Second, pack light. Most things can be bought here. Some of the essentials that I have been thankful for are toothpaste (there is no fluoride in Korean toothpaste), a scrapbook of pictures from home for my homesick days (which are very rare), and a beautiful journal to capture a few happy memories every day. Honestly, everything else can be bought here. If you’re very attached to particular medicines or beauty products, those may be helpful to pack.

Andrea: Strong coffee and lots of it.

What were you the most afraid of before you went to Korea? Did your fear become realized? How has that experience changed you?

Andrea: I was nervous that I would be incredibly homesick and also, that I would be unprepared as a teacher. I have moments of homesickness but they’re few and far between. It’s interesting (and really great)

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Background image of BFLS, preferably at some moment of sun movement.

Teaching in Beijing F

or the past couple of months, we have been travelling throughout Asia as part of our CTEP internship. We’ve kicked our way through taekwondo in Seoul, locked in our memories at the Seoul Tower, unearthed the treasures on offer at the Hong Qiao Pearl Market in Beijing, discovered new talents and, most importantly, we found out more about ourselves and enhanced our understanding of our own teaching identities. This trip has truly been a fundamental stepping stone on our path to becoming teachers. Whether this growth has come from our recently discovered ability to competently put together a lesson, speak in front of teachers and students to host a grade 5 debate, or teach our own classes full of grade 3, 4, 5, and 6 students, each step or stumble we have taken has been a valuable learning experience..

Elizabeth Nyhof Young Year 4 CTEP Diaspora and Transnational Studies Major, History Minor

Yi Lu Year 4 CTEP Psychology Major, Biology Minor

Zachary Wuebbolt Year 4 CTEP English Major, Philosophy Minor

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Brittany Yuen Year 4 CTEP French Linguistics and English Majors

One “learning experience” we all had to adjust to was having our own classrooms for the first time, and this was a daunting experience. Classroom management was at the top of our list of priorities.

We wondered: how could we manage a classroom of thirty-odd students without assistance, especially when we had a tenuous grasp of Mandarin? Among the four of us, we could really only say a handful of phrases (of course, our best-wielded phrase was “tai gui le, wo yao ku le” or “that’s too expensive, I want to cry” at our favourite haunt, the Beijing markets). The language barrier was a prominent issue on our minds.

It motivated us, however, to redouble our efforts in learning Mandarin when we saw that our students were trying their best to learn a foreign language. It made us very aware of our privilege, as English speakers, that we weren’t faulted at all for our inability to speak Mandarin in a country where Mandarin is the official language. It also made us thankful for the kindness of strangers as they patiently waited or tried to help us as we struggled to string together sentences or remember words. Our students and their fearlessness in speaking English gave us courage and made us realize that language learning is all about being brave enough to take risks and put yourself out there. As The Magic School Bus’ Ms. Frizzle would say, it’s all about “taking chances and making mistakes”!

It was, however, at the beginning very frustrating to walk into a classroom and be unsuccessful in our attempts to quiet down the students. Through trial and error, taking chances and making mistakes, we tried different tactics and we realized that each class had its own unique character. There wasn’t one universal method that would, without fail, catch students’ attention and keep them engaged with the lesson. Now, two months into our stay in Beijing, our methods in classroom management are different for each class and can range from a ‘call and repeat’ clap pattern, to creating teams and having students hold each other accountable for their own behaviour.

We hope it comes across through our ramblings and snippets of adventure that this trip has been the highlight of our time at UofT. Our time traveling through Asia has left its mark not only on each one of us personally, but on our teaching philosophies and identities. We would not have grown as much we have had we not had the courage to take a chance and sign up for a five-month trip on the other side of the world.

If you, the person reading this, have even the slightest desire to go outside your comfort zone and experience another culture, do it! This is one adventure you won’t regret!

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Experience Teaching Abroad!

Josylyn Wong Dain Hong Javeria Zia Mayu Takagi Year 1 Language Pathology Year 5 CTEP Master of Arts in Ryerson Stream Masters Program English Major Child Study and Education Program Interviewer Taught grade 4 at Taught grade 2 at Taught grade 4 at

Beijing Foreign Beijing Foreign Beijing Foreign Language School Language School Language School

Justin Chen Ramon Meyering Jessica Concepcion Michelle Brooks Year 5 CTEP Year 5 CTEP Year 5 CTEP Year 5 CTEP Sociology Major History Major English Major Biology & Conservation Major Taught grade 6 at Taught grade 5 & 6 at Taught grade 4 at Taught grade 3 & 5 at Beijing Foreign Beijing Foreign Beijing Foreign Beijing Foreign Language School Language School Language School Language School

Have you ever wanted to learn more about the world and engage in worldly experiences? Have you ever wanted to study in a foreign country and satisfy your inner travel bug? Then study abroad may be the perfect, daunting, and sensational experience for you. Here are a few stories from fellow students who participated in this incredible opportunity. These students traveled to Korea, where they took some lanuguage and cultural classes. They then traveled to Beijing, China where they did their teaching internship at the Beijing Foreign Language School.

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What factors influenced your decision to study abroad? (i.e. What drew your attention to this opportunity?)

Javeria: I really wanted the opportunity to travel by myself. I wanted the chance to live away from home for a few months and be completely independent.

I did a teaching internship in Beijing China, and I thought it would be a great experience for me because it was a very foreign place for me. I also thought this experience would help me find a teaching job later on.

Dain: As there is a growing immigrant population in Toronto, I wanted to understand the previous schooling experiences of immigrant students and be better prepared to teach them. Teaching in Beijing allowed me a glimpse of one Chinese school’s unique classroom environment, teacher-student dynamics and work ethics. This broadened my knowledge of existing educational systems and challenged me to discover which characteristics made a system effective.

emigrated from China and she taught me about her culture. I thought that this experience would make teaching in China a little less frightening. I also knew that I would be going with some friends from my class so I knew that I would not be alone.

What were your first impressions of the country upon arriving? Initial emotions?

Mayu: I was interested in seeing how the education systems differ across the globe. It was also a great opportunity to teach while in undergrad since in Beijing, we were allowed to teach an entire class and not just be an assistant to a teacher.

Jessica: When I first arrived in Korea at the end of July, I was overwhelmed by the humidity and the hills. They were especially overwhelming due to the luggage I was carrying from the airport and the fact that I did not expect Korea to have so many hills and to be so humid. Nevertheless, I was pleasantly surRamon: The opportunity was just too good to pass prised and appreciative of how friendly and helpful up. Traveling can be one of the most rewarding aseveryone was in Korea despite my inability to speak pects of life. It gives you the chance to learn first-hand their language. I certainly will always remember the how different some places are while realizing how elderly man who helped Michelle, my roommate, similar they can be. Getting to experience that in your and me with our luggage and helped us try to find life, priceless. Getting to experience that while earning our way out of the airport. On the other hand, upon University credits, is even better. arriving in China, I was struck by the people’s vibrant personalities. Their smiles and laughter were certainly Jessica: I was very interested in studying abroad contagious. because I have always wanted to travel and see the world. However, I find it difficult to find the time and Mayu: I was initially a little intimidated since I armoney as an undergraduate university student, to rived in Beijing alone and couldn’t understand anytravel. Therefore, studying abroad meant being able thing anyone around me was saying. I also, wasn’t to fulfill the requirements to graduate as well as going sure who was going to pick me up and where I was to a new country I have never been to before. It was supposed to meet them so I was nervous but as soon basically killing two birds with one stone. The best as I came out of customs, a teacher from BFSU with a thing about studying abroad (and having an internbig smile was standing holding a sign with my name ship abroad) is having the wonderful and different on it so I felt very welcomed. opportunities I would not have otherwise experienced had I just been a regular tourist. For instance, I was Ramon: Both cities [Seoul and Beijing] were very able to have Korean Language classes, Taekwondo modern with excellent transportation systems. People classes, and around 5 different Chinese culture classwere extremely friendly. es.

Javeria: When I first arrived, I experienced a lot of Michelle: I already understood some Mandarin and I culture shock and I felt really depressed because I felt was familiar with Chinese culture because my mother completely alone. At the same time though, I was really excited for the experience.

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Dain: I found myself contrasting the culture I saw with the culture back home, and developed a fear of what was unfamiliar. Even worse, I believed that the culture and way of life was in certain ways inferior to my own, because it was foreign. My immersion did not keep me in ignorance, and before long, the distinctiveness of what I saw around me made me curious. I gained a real appreciation for the individuals in the country and how their deep-rooted values combined with their social and political environment to shape their lifestyles.

Michelle: I thought I was already familiar with Chinese culture, but what I did not realize was that I was really only familiar with Chinese-Canadian culture.

Also, most of the Chinese culture in Canada is influenced by the Cantonese people of China and Hong Kong, rather than the Mandarin-Chinese people. It was interesting to see how different the people in China were compared to the Chinese-Canadian people in Canada. It really illustrated to me how nuanced, complex and organic culture can be. Culture adapts and changes over time and place.

How were you able to find restaurants/food that suited your dietary restrictions? Did you try the country’s cultural food? If so, how did you find it?

Dain: As I had no dietary restrictions, I was able to enjoy the diversely delicious cuisines of Beijing. Each meal, whether it was on the street, in a high-end restaurant, or the school canteen, was full of flavor. I am still on the hunt for authentic Beijing roast duck here in Toronto!

Javeria: Since I am Muslim, I only eat halal meat. I found it really difficult to find food. However, I was lucky to have amazing friends who spoke Mandarin and were able to help me find halal restaurants.

(There was a little restaurant close to where we lived that served halal meat.)

Mayu: We mostly stayed around the school but ventured out on the weekends. Many of the teachers took us out to lunch or dinner so that was a great opportunity to try new food. Since one of our group members was from Shanghai, he also took us around to many restaurants when we were there.

Ramon: Local food was awesome. I tried donkey one afternoon and went back another day to eat it again. It was that good.

What obstacles/fears did you encounter during your international experience, and how did you overcome them (e.g. homesickness)?

Javeria: I experienced a lot of homesickness. I was able to overcome this by forming new relationships.

I immersed myself in my new environment and tried to keep myself busy. I also Skype’d my family and friends a lot and made sure I kept in touch.

Mayu: Watch out because cars really do not stop for you! We just learned to be extra cautious and follow the crowd when crossing the street, especially in the city.

Ramon: It was great knowing that I wasn’t alone. Going with classmates was a huge bonus.

Jessica: The main obstacle I experienced in China was homesickness. I went to China during the Fall semester so I was there during the holidays that I love to spend with my family and friends like Thanksgiving and Halloween. My classmates, with whom I went to China, and I overcame our homesickness by celebrating the holidays in our own little ways; for instance, watching Hallowe-en and Christmas movies and playing and singing Christmas songs with each other.

Michelle: I didn’t feel as homesick as I thought I would. It really helped that I was there with other people who were from my CTEP class. It was also really nice to have a roommate which meant that I was almost never alone. Technology was also really helpful. I used the app “WeChat” to text and video chat with my friends and family back home. I was able to communicate with them daily and so, in a way, it felt

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like I got to see them every day. Staying busy with lesson planning, teaching and traveling also helped me to keep my mind off of what I was missing at home.

What were your expectations for and your opinions of the international experience? Were your expectations different from the reality of the experience?

Mayu: I think we were offered the opportunity to do much more than we had expected. Initially, I was assigned 5 classes of grade 4 but somehow by the end of the trip, I had taught grade 3,4,5,6, and 10. If you stay open-minded to the opportunities that come your way, you’ll be able to get a lot more than you excepted out of your experience.

Ramon: I expected a challenge and it definitely was one. However, it was well worth it.

Describe one memorable, funny, and/or surprising moment you had during your stay.

Dain: A group of us woke up at 4am one morning and took a cab to the city centre in hopes of catching the flag raising ceremony that happened daily at sunrise. As we neared Tiananmen Square, we saw throngs of tourists (we could tell by their matching hats) racing towards the pole with cameras in one hand and the flag of China in the other. We had to hop just to get a glimpse of the pole, the hats of soldiers guarding the boundaries of the flag pole, and Mao’s face that marked the entrance to the Forbidden City across the street. We watched the live ceremony on the cameras of taller tourists and phones that children mounted on their father’s shoulders held up.

post office. We found out that people were particularly eager to purchase the newly released, governmentissued stamps in celebration of the parade. And the strong patriotic feelings of the crowd were amazing for us to experience.

Personally, my greatest surprise came from the teaching part of the experience. There were definitely cultural differences in the classroom, but I was more surprised to find out the similarities between the students of China and Canada, especially those younger ones, even though the schooling system in China is quite different. The Grade 3 students I had were super lively, keen, and energetic. And most of our students in the primary level responded really well to a very different style of teaching and learning. It was amazing to see that many of them dressed up on Halloween, and how excited they were for trick-or-treating.

During that day in the classroom, I somehow had the realization that there’s something universal within the students and ourselves which allows us to connect deeply with one another beyond our social, educational, cultural contexts. It was very much a spiritual thought, and I often reflect back on it when I think about how to reach every student in the classroom.

Ramon: I made friends with several, random, local people making my experience extremely authentic.

Mayu: One memorable moment occured when we performed a Rudolph skit during the Christmas assembly and caused chaos at the end when we threw candy into the crowd from the stage.

Justin: Reflecting on my experience in Beijing, there were indeed a lot of fun and surprising moments. It’s interesting that, even though our friends who had gone on the same exchange reminded us to be ready for those moments, it was funny to see how surprised we still were in those circumstances. There were numerous things we encountered, and especially those little things, that surprised us. We were amazed by the cheap but tasty food, the crazy waiting lines during rush hour subway, and the long working hours of the Chinese teachers.

I’m used to Chinese culture, food, and language, but I was still very impressed by the strong historical and cultural characteristics of Beijing. The day after the national parade, our group travelled to the downtown part of the city and saw a huge line-up in front of a

Jessica: One of the most memorable and funny moments from China happened during the time I had free time in one of my classes 5 minutes before the

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bell rang to end class. Our unit for that week was food and so I decided to show them a video that listed the top 10 delicious foods around the world. All my students absolutely loved food and so they were really engaged and excited throughout the whole video. Before it could show the Number 1 rated food, I decided to ask them what they thought it could be. Everyone was eagerly raising their hand to say their predictions.

Once they saw that the Number 1 food was ice cream, everyone was literally jumping out of their seats and cheering and some were even chanting “Ice-cream!”

They didn’t care that most of their predictions were wrong. They were simply excited that ice cream was being shown. Seeing their excitement and happiness was so wonderful to see. There’s simply nothing better than seeing kids so happy and having such a great time. It goes to show that it’s the little things in life that can produce so much happiness.

What did you learn from this experience abroad?

Javeria: I learned how lucky we are to be living in Canada. This opportunity opened my eyes to the issues that are prevalent around the globe. I learned about racism and the importance of teaching our students about privilege and equity.

Mayu: I definitely learned to be more flexible, to adapt to change, and allow myself to go with the flow at times because plans often changed at the last minute.

Ramon: I learned that it is always worth it to take chances in life.

Jessica: I learned that I can overcome my fears and can do anything I set my mind to. I also learned how important and extremely helpful it is to collaborate and get support from fellow teachers with lesson planning. Staying up late to plan is certainly better and easier with other teachers rather than doing it alone.

If you could use one word to describe your study abroad experience, what would it be?

Javeria: Eye-opening!

Justin: Unique!

Michelle: While Jessica, my roommate and I were in Seoul, Korea, we did not bring enough money to last us the four weeks that we were there. We were told to bring about $500 Canadian; however, we spent most of our money on an expensive textbook and our taekwondo uniform. Near the end of our time in Korea, we had no choice but to “borrow” toilet paper from the public toilet near our dorm. I say “borrow” but we never went back to return a couple of the rolls. I also regret to say that we had to sneak past the security guard to do this and that was a real adventure!

We also ate cup noodles for dinner every day. Jessica graciously shared with me her Nutella which she had brought from Canada and we bought cornflakes to sprinkle on top of our Nutella bread for breakfast and sometimes even for dinner. I thought we were going to get scurvy from the lack of fruits and vegetables we weren’t eating! We also had to wash our own clothes because we didn’t have enough change to use the washing machine. Our entire dorm room was decorated with our clothing which we were hanging up to dry!

Mayu: Eye-opening!

Ramon: Amazeballs!

Jessica: Unforgettable!

Michelle: Exhilarating!

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Learning to Teach or Teaching to Learn?

A

s a teacher, you always remember your first teaching experience. For me, it happened to be my internship in Beijing where I taught about 5 or 6 classes of 30 or more grade 4 students at the Beijing Foreign Languages School (BFLS). Prior to this, I had had very little experience with lesson planning and with dealing with that many students looking at me, waiting for me to teach them. That is not to mention, they were students who were fluent in a language different from my own and I was living in a country that I had never been to before in my life. Needless to say, upon arriving in China, I was consumed by anxiety triggered by my worries that I might not know how to teach or be able to teach well and effectively.

Essentially, “teach, teach, teach” became my mantra during my first week at BFLS. However, it wasn’t long before I stopped obsessing about teaching and focused more on learning instead.

In the same way that I was completely open to learning everything I could about China and its culture from its citizens, I soon became open to learning everything I could about teaching from my students. Indeed, I learned a great deal from my students. For instance, they taught me different ways of perceiving things that I never would have thought about that not only helped me form new ideas about methods of teaching, but also helped me view the world differently in a less Westernized way. They also helped me fully understand that a way to engage students is by making things relevant to their lives and relating the content to their interests.

Perhaps the most important thing they taught me was the significance of building a positive relationship with my students. I remember on my last day of teaching, one of my students walked up to me and said, “We will miss you. We love you and we are a family.” The idea of me being a family with my class was extremely touching and it dawned on me that it was an accurate description. We truly became a family in the way that we went through a lot of ups as well as downs, learned from one another, helped each other grow, and deepened our connection through it all. Fortunately, it was not very difficult to build such a relationship with my students. All it took was talking to them, being genuinely interested in what they had to say, and simply caring for them as individuals and caring about their learning. Certainly, when I decided to put in more effort in doing these things, they became more receptive and more willing to learn from me.

Ultimately, my internship in Beijing was one of the most memorable and rewarding experiences I have ever had. It allowed me to fully understand and wholeheartedly believe in the idea that “by learning you will teach, and by teaching you will learn.” Therefore, as a teacher, I will always be open to learning from my students, and I hope that my students will benefit from it.

Jessica Concepcion Year 5 CTEP English Major, History Minor

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时光飞逝，不知不觉来多大一个

H

月了，这一段时间学到许多知识、认 识很多新朋友，受益颇多。 对多大第一印象就是年轻人充满活 力，热爱学习和生活，因为在中国， 高中的学习压力特别大而进入大学之 后，学生也会认真学习，状态要放松 一些，而在多大的校园里，总是看到 许多学生在奋斗着，自习室里很晚了 依然会有学生在学习，这让我感受到 他们课程还是具有一定学习压力的， 对于年轻人来说是件好事。中国有句 俗语：少壮不努力，老大徒伤悲。大 多数学生在课堂上也积极发表意见， 他们的自主学习和老师的引导使课堂 鲜活起来，我非常喜欢这种课堂气 氛，它使人融入。 第二就是多大的老师特别棒，他 们是真的在用心去教育学生，去 引导和启发他们的思维，老师与 老师、老师与学校之间的这些关 系在我看来都是非常和谐的，白 发苍苍的退休老师们都经常回来学 校喝茶聊天，这种现象足以说明， 他们爱学校、爱教育、爱教研，而 学校也尊重教育、尊重老师。老教 师是一种珍宝，我想，多大知道这 一点，并且做得很棒。 我来这时间不长，所以可能了解 得并不很多，但是多大的友好、开 朗和严谨的治学深深吸引了我，我喜 欢这的一切，建筑物古老，但是里面 是最新鲜的思想，最渴望的进步。每 扇木头的大门都需要很大力气才能打 开，它仿佛告诉每位开门的人：要进 入一个新世界，让我看看你的力气、 你对新知识的渴望、你坚持的决心， 给我看看。

ow time flies! I’ve been at U of T for a month. During this time, I have learned many new things; I made some new friends, and gained a lot of knowledge.

My first impression was that the young people here are full of vitality, and they enjoy learning and life. In China, high school students have a lot of pressure in school. Once they have entered university, students will still study, but they will feel more relaxed than in high school.

At the U of T campus, I often see a lot of students studying until very late. It makes me feel that they have certain learning pressures too, which is a good thing for young people. China has an old saying: idle young, needy old. Most of the students in class feel positive about expressing themselves. Their autonomous learning and teacher’s guidance make the classes lively.

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Jong Wenjuan (Jane)

Grade 5 teacher at Beijing Foreign Language School Jane is currently doing an exchange here at Victoria College. While she and a colleague are attending classes at Vic, a few of the students from Vic are in China doing their teaching internship at the Beijing Foreign Language School. Jane tells us how she feels about being at U of T and some of the learning differences between the Chinese culture and the Canadian culture.

I like this learning atmosphere, it makes people involved.

The second feeling I have is how great the teachers are! They really guide students and inspire their thinking. The relationships between the teachers and between the teachers and the school are very harmonious. White-haired, retired teachers often come back to school and chat over tea. They love U of T, love education, love academic discussion. And U of T respects the research efforts, respects teachers, respects learning and respects teaching. Old teachers are treasures. I think U of T knows it, and treats them very well.

I’ve been here not long, so maybe my information is limited, but I was deeply impressed.

People at U of T are friendly, positive and take academic challenges seriously. I like everything here. The buildings are old, but inside energy and fresh ideas are found, and a great eagerness to progress. Each wooden door of the Old Vic building takes great effort to open. It seems to tell the door opener: if you want to enter a new world, let me see your strength, your desire for new knowledge, your determination. Show me!

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Each Student is One of a Kind: Enriching International Education Lisa Shimano

Year 4 Linguistics Major French as a Second Language and Education and Society Minors

When thinking of international educa-

tion, it reminds me of a song sung by a popular Japanese group of singers. In Japan, it was a hit song (over 3,000,000 CDs have been sold even though the song was released 13 years ago) called, “Sekaide hitotsu dakeno hana”, which was written and composed by Noriyuki Makihara and it could be directly translated as “Only one flower in this world”. This could also mean, “One of a kind”. I summarized the relevant parts of the song and what it conveys. People always want to compare with each other and don’t seem to quite understand that we are all one of a kind.

We each have something special that makes us who we are and different from one another. We should be proud of our own speciality and cherish the beauty of it. The song has a metaphorical connotation with a flower. We can have our own special seed, as there are flowers of all different sizes, shapes, and types. There should be no one competing against others to get to the top or be Number 1 because all we need to do is be ourselves and be the only one.

The most important aspect of teaching internationally is to appreciate every student in the class. The world is wide with so many people. Everyone has a different background and unique ways of thinking. In order to understand the many differences, it is important to explore and experience the various cultures through active learning. As the song goes, “there is no need to struggle to be Number 1, just be yourself, be the Only One”, because everyone has something special about himself/herself. Therefore, I think teachers should encourage the speciality that each child has and emphasize the importance of it.

In this way, most importantly, international education to me is recognizing that every single student in the world is different in his/her own special way. In order to be able to become a teacher who can teach this idea, it is necessary to travel to as many different countries as possible, observe, listen, eat local food, and interact with the local people to experience the unique and amazing culture that it offers.

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Where are you from?

Abeera Ali B.Sc. of Science Masters of Information

I belong to the class of Canadians known as immi-

grants. At merely six years of age, I came from a far off land with my parents to join the ever-growing diverse population of Toronto. I am one of those people who would be considered a ‘visible minority’. If we were to cross paths a few times, eventually you might feel the need to ask me where I’m from. And I would reply, “I’m from Pakistan.”

When I first came to Canada, I remember the day I first joined school. I was terrified, I didn’t have any friends; I didn’t know the language; I didn’t know the culture. I attended part time ESL for three years. One of my favourite memories from ESL class was making gingerbread houses after reading the Gingerbread Man. But, perhaps one of the significant experiences in coming from a warm country to a cold one, was watching the winter Olympics for the first time in my life.

Seven years passed, and before starting eighth grade, my parents moved back to Pakistan for one year. So I went to school in Pakistan during grade eight. And for the first time in my life, when people asked me where I was from, I replied, “I’m from Canada.”

From wearing uniforms to school to waking up at dawn to reach school for the 7:30 start time to standing at attention like army cadets during morning assembly, or using pens even in math class, every small detail seemed bizarre. But perhaps the biggest shock was the first time there was a bomb threat in the school. I remember the utter shock and panic I felt while evacuating the building. During that one year, there were three such occurrences and while, on the one hand, I felt it wasn’t possible to live in a country like this, I also appreciated how everyone around me managed to remain so positive and good-natured.

Living in a cold country like Canada, we are raised knowing the protocols to follow under a fire alarm.

Similarly, in a country unfortunately plagued by terrorism, it became part of the norm to implement proper protocols to follow under such threats.

Despite the differences in the culture and despite the differences in societal issues, the goal of both school systems remained the same: to help their students become contributing members of their respective societies. In a multicultural country like Canada, it becomes important for teachers to recognize and appreciate the different backgrounds students have and how practices may be different in those countries.

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The Value of Culturally Relevant C and Responsive Pedagogy (CRRP)

Melody Barclay Year 5 CTEP

ulturally relevant and responsive pedagogy (CRRP) is not simply the inclusion of a few picture books displaying diversity in the classroom nor is it only the celebration of holidays throughout the school year. CRRP is a belief and philosophy that educators hold and practice to guarantee the inclusion and acceptance of all of their students with regard to their ethnicity, religion, culture and other axes of identity. Through CRRP, educators can create equitable environments for their students so that they can all have access to success.

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According to Kugler and West-Burns (2010), the student demographic in the Toronto District School Board (TDSB) is very diverse and the needs of all of these students are not being met. Teaching from the White middle-class perspective is at the root of the high drop-out rates among particular racial and ethnic groups; such patterns cannot be ignored. We cannot attribute failure solely to the student. Teachers must realize that there are overlapping causes: culture, societal expectations and norms, the student, the student’s family and the school system (Ladson-Billings, 2006). CRRP offers educators the opportunity to address this issue by attacking the roots of it. Allowing students to see themselves reflected in their education motivates them because they are able to relate to what they are learning. However, it is often more difficult to practice CRRP than it is to accept it as a philosophy and theory of pedagogy (Morrison, Robbins & Gregory, 2008), although many believe that this is just good teaching (Ladson-Billings, 1995b). Morrison, Robbins and Gregory (2008) suggest that teachers and teacher candidates need concrete strategies to guide them.

Some of the strategies that they provide include allowing students to have positive interactions with new material to build their confidence before challenging them, engaging students in social justice work to promote critical thinking and using the students’ own knowledge when reshaping the curriculum.

CRRP is important for the development of cultural pride and acceptance because it allows students to embrace their own culture in environments outside of their homes. Through this, they are given more opportunity to explore their own identity as well as the identities of their peers. If students cannot relate to what they are being taught and do not see themselves in the curriculum or throughout the school, learning, critical consciousness and success may not be the result of schooling.

References Kugler, J. E. F. F., & West-Burns, N. I. C. O. L. E. (2010). The CUS framework for culturally responsive and relevant pedagogy. Our Schools, Our Selves, 19(3) Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Ladson‐Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104-109.

Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433-452.

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Teaching Internationally At Home: Cultivating Relationships Through Language and Writing

Mehak Jamil, Year 4 English major; Minors in Psychology and Education & Society

“For me, ‘going home’ meant returning to the work of writing, because writing was my home. Because, I loved writing more than I hated failing at writing, which is to say, I loved writing more than I loved my own ego. Which is, ultimately, to say, I loved writing more than I loved myself.”

— Elizabeth Gilbert

I completed my Year Three Education Internship

in Toronto, with grades 9 - 12 drama students, some of whom were ESL, and the others, from a diverse community. I found that working with these students proved to bring language into areas and subjects where I had not considered it relevant before.

Language, and writing in particular, were a very big way in which I cultivated my relationships with students.

For one of their assignments, my grade 11 ESL students needed to choose an archetype and explain in writing to their classroom teacher the scenario they had chosen. Reading over their scenario, one of my ESL students had said to another, “Your English isn’t good!” Then, to me: “Can you fix it?” I had helped them with their grammar, and tried to help them understand the various ways in which they could portray their chosen archetypes.

Student A, who had chosen to be a ‘judge’, could be an authoritative ‘straight-woman’, or she could be loud and energetic. In order to portray the concept of a loud and energetic judge, I tried to give her the example of Judge Judy.

Student A said that she didn’t really watch English language television, and that she preferred watching Bollywood films.

“Have you heard of it?” she asked.

“Yes,” I had said, “My family watches it.”

“Really?!” Student A’s face lit up. “Do you understand Hindi or Urdu?”

“Yes, I can speak Urdu. Can you?”

Both Student A and Student B became excited. Both of them can speak little bits and phrases of what Urdu they have picked up from watching Bollywood films … As I began to help them come up with a rough set of lines for their characters, Student B thought Student A was taking too long to write. They were already behind all the other students.

“Hurry up!” Student B said in Urdu.

I was surprised about being able to spontaneously connect with my students by forgetting about my own opinions and beliefs and instead, listening to theirs. In retrospect, my helping them with their English writing allowed them to communicate their ideas regarding the assignment, but at the same time, while I was correcting their English, they had begun communicating with me in Urdu. It was a give-and-take,

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particularly the exchanging and teaching of different languages (written English, and oral Urdu). I believe that sharing writing is very intimate, and trusting someone to help you communicate what you want to communicate, especially in a second language, means that you are opening up to that person. Whatever the writing may consist of, the act of sharing it is intimate, and it acted as the catalyst for my relationships with my students.

While I was successful with my grade 11 ESL students, I struggled to relate what I thought was a Eurocentric curriculum to the lives of my grade 12 students, who were studying Absurdist Theatre. Pretty soon (though, at the time, it had felt like ‘forever’ to me), I had come up with a solution: I had them do a writing exercise. They had to write about their favourite memory from grade 12, and one thing they were worried about for post-secondary. I had told them that they did not need to share their writing with the rest of the class, but to my surprise, after they were done, they inquired if I would let them share. In retrospect, when I introduced reflective writing to them, my students were more engaged with the material and were therefore more willing to engage in relationship with me and with each other.

After their writing exercise, I asked them to demonstrate how someone in their senior year of high school might walk, versus someone who is in their first year of university. This was an adaptation of an exercise used to introduce the topic of exaggerated movement in Absurdist Theatre. Instead of using stock characters like the original exercise said, I made the exercise more personal for the students. I added an extra step in the process, and that was writing about their experiences and feelings. I found that, by bringing writing into the classroom, I was giving my students an opportunity to take the reins and steer the conversation in the direction they wanted it to go. I did not need to explicitly or directly relate the content we were studying to their lives, in a way which I thought was appropriate; rather, I could let them decide how they wanted to go about doing so. Writing was the vehicle which allowed me to give my students some control over how they wanted to approach the topics we were studying together.

At the beginning of my internship, I had treated language and writing as if they were passive, feeling like the connections I had with my students were coincidental, that they were something that happened ‘to’ me. For the longest time, I would not give myself

credit for finally being able to relate what I felt was a more Eurocentric curriculum to my students’ lives, because I had held this passive stance. By the end of my internship, I learned that I had the choice of bringing language and writing into the classroom in a way which allowed me to connect with all of my students.

I learned that relationship is active, something we ‘make’ happen; and that the relationships we foster through language and writing can cultivate learning in our ESL students, and for diverse students who are faced with a more Eurocentric curriculum. Language and writing help bridge the gap between what seem like the irreconcilable differences between the curriculum and our students’ lives.

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m s i r a i g la

P l a r u t l u C Throughout my experiences of teaching College

English and ESL at George Brown College, plagiarism was a constant source of concern and frustration for myself and my students. However, it was only when I had the opportunities of teaching EFL in South and East Asia (2006, 2009, 2011) that I truly began to understand that there was a definite cultural difference in understanding what constitutes as plagiarism. According to George Brown College’s online workshop on Plagiarism, “Plagiarism is the act of taking credit for someone else’s work.” Any kind of submission that is not one’s own and has not been cited correctly constitutes an act of plagiarism, and thus is considered an academic offence.

The concept of ‘cultural plagiarism’ suggests that different cultures perceive plagiarism differently.

For example, the stealing of intellectual property clearly appeared foreign to one of the Asian institutions I worked in. In fact, to my surprise, and horror, when I asked how the school could possibly have put together and published a 300 page grammar book in less than

Miriam Baichman B.A., M.ED. Retired ESL Professor George Brown College Co-author of Breaking the Ice: Basic Communication Strategies, Maureen Hynes and Miriam Baichman, Longman Inc., 1989 six months, the proud teacher beamed that they had cut and pasted exercises from various web sites. The book was completed in three months and was distributed to incoming students shortly thereafter. If administration and faculty had no qualms about plagiarizing, how were the students going to learn that it was not acceptable once they came to study at George Brown College?

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In past years, when I taught ESL students summarizing and essay writing at the higher levels, plagiarism would frequently be an issue. I found myself annoyed that students could so audaciously copy someone’s work without giving credit where it was due. Usually this resulted in my lecturing and admonishing the students for cheating, and asking them to do it over. However, after teaching in both South and East Asia, my understanding of and approach to dealing with plagiarism completely changed.

Second language learners plagiarize for a variety of reasons. Since emphasis on memorization is quite prevalent in most Asian education, it can be very difficult for students to translate passages into their own words and share their own thoughts and insights. For example, the EFL students I taught abroad had difficulty expressing their own ideas after reading articles and instead, when asked their opinion, they tended to regurgitate almost verbatim what the article had stated. Additionally, cutting and pasting small parts of a larger text is not considered problematic. Paraphrasing is often a real struggle for many ESL students, thus they tend to lift chunks or phrases of the original and embed them into their writing. Usually it is because they either do not understand the complete idea, or their English is not good enough to find their own way to express it. To the student it might seem harmless and they hope the teacher will not catch it, or if she does, will not consider it cheating. This is especially true for students who are behind schedule on their assignments and are struggling with the English language. What might take a native learner two hours to do could take an ESL learner eight or nine hours.

Once I learned more about ‘cultural plagiarism’ and some of the reasons why ESL learners plagiarize, I implemented the following steps to attempt to reduce the amount of plagiarism: • Each time I got a new group of ESL students, I presented several lessons on what is and is not plagiarism, and the policy of the school.

We then looked at the difference between paraphrasing and quoting, and when to use either one. We discussed the need for citations and how to do them.

• Once students clearly understood what plagiarism is, I began teaching students how to paraphrase at the sentence level and then at the paragraph level. This was usually done in groups or pairs; first as a speaking activity and then as a writing activity.

• We then moved from paraphrasing to summarizing. Students then practiced citing the source or referencing the source in their writing, e.g. “According to …. in ….”

• Students were then asked to read an article and summarize it using the correct citations. The emphasis was on the process rather than the finished piece of writing. the opportunity for plagiarism is greater than ever now that the internet is available

In conclusion, to everyone. Within seconds, one can cut and paste information and synthesize a piece of writing which looks impressive. Despite all the technology for detecting sources on-line, students will still attempt to ‘get away with things’. Our job as ESL teachers is to help our students develop their paraphrasing, analytical and writing skills so that they can feel confident researching ideas and expressing them in their own words.

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The Versatility of International Education Natalie Sanchez Year 4 Vic CTEP, English Major, Sociology and Education & Society Minors

International travel brings some of the most

enriching learning experiences anyone can have. Indeed, whether one is a teacher, student, or a citizen of the world, the unique learning experiences that travel can provide make international education an invaluable asset for everyone. At the same time, however, one does not need to book the next available flight abroad in order to benefit from international education. The versatility of international education means that many opportunities to gain international knowledge, both inside and outside the classroom, also exist within one’s home country, province, and/or city.

One of the ways individuals can create opportunities for international education is through organizing enriching cultural field trips and excursions. For example, teachers who wish to provide international education for their students can facilitate in-depth learning about a different country through an interactive field trip to a museum, art gallery, or

other cultural centres. Interactive exhibits that allow students to become immersed in and engage with the culture can help foster deeper knowledge and a greater understanding of it. Indeed, the experiences of such an “international” field trip can be almost as foundational as an actual trip abroad when it comes to learning about a different culture. These excursions are not limited to teachers and students: anyone with an interest in learning more about different countries or cultures can go on a self-directed “field trip” to the museum and immerse themselves in a rich educational experience.

One is not limited to museums when it comes to finding international education at home. The Internet is also an amazing tool that educators, students, and people in general can use for international learning. Students can, for example, work on research projects about a country of their choice, and share the information they learned in a presentation to their peers. Educators may also integrate lessons or a unit on specific countries/cultures in their teaching. The Internet has also led to the development of novel communication methods that have become an integral part of daily life.

There are so many means of communicating with people abroad that were not available (at least not to the same extent) some twenty or thirty years ago. Such social media as Twitter

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and Google have irrevocably changed the nature of communication, so that everyone is, in a sense, always connected with everyone else.

Skype is another popular tool of communication, as many teachers use it to connect their students with local and international peers alike.

Skype can also be used to connect with professionals in various fields from different parts of the world, so that students may learn from them. For example, in an interview by Suzie Boss (2013), Missouri teacher, Krissy Venosdale states that Skype “’was a way to open [her] classroom to the world’” (Boss 2013). Indeed, as Boss (2013) later writes, “if [Venosdale’s students] come up with a project question that requires the expertise of an astronaut, space engineer, or Egyptologist, they ask their teacher to “tweet it out” and track down an expert for a Skype interview” (Boss 2013). In addition to Skype, teachers may use such organizations as iEarn and Flat Connections and enroll their classes into a global project that is connected to the curriculum and students’ learning needs. The class can then work on the project in collaboration with thousands of students around the world. These sites are a great way to create international connections, as well as strengthen students and teachers’ knowledge and appreciation of other cultures. These

are only some of the ways in which teachers can provide their students with opportunities for international education right there in the classroom.

One does not need to travel to multiple destinations abroad in order to benefit from international education. The beauty of international learning lies in its versatility; knowledge about different cultures and countries can be gained in the comfort of one’s city, classroom, or even one’s home. Visits to museums, art galleries, and other cultural centres can provide rich educational experiences whether one is a teacher, student, or simply wishing to learn more. As well, the Internet has provided fantastic tools that help classrooms and individuals alike connect with peers from around the world, and even work together on a common project.

With so many opportunities for international education within reach, it’s time to start exploring!

References http://www.flatconnections.com/ https://iearn.org/about Boss, S. (2013, February 4). How Are You Connecting Your Students with the World?

Skype in the Classroom [Web log post].

Retrieved from https://www.edutopia.org/ blog/mock-elections-via-skype-suzie-boss

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The Stationary Journey of International Education: A Powerful Route to Learning about Culture __________________

Vittoria Tesoro

Year 4 Majors in English and Renaissance Studies __________________

When discussing the topic of interna-

tional learning, the first word that comes to mind is culture. One of my favourite memories when learning about different cultures was formed during my time in middle school. When I was in seventh grade, my school decided to host an International Culture Week, where each classroom would take on the role of a different country.

Each day of the week was dedicated to a different topic; these characteristics included literature, food, art, and fashion. The last day of International Culture Week was dedicated to the “world tour” of each of the classrooms, where each grade would visit each other’s classrooms and learn about their assigned culture. (In my opinion, the eighth grade class next door did a great job with recreating a Parisian café; it actually felt like stepping into France for the day!).

My class was assigned Japan; this meant kimonos, sushi, haiku poems and paper lanterns galore! I was given the task of drawing pink cherry blossoms on the board and decorating the classroom with paper fans, which everyone then painted and wrote their haiku poems on. Another group of students drew a large red dragon that

held the menu for the day. It was a collective activity that my class, teacher, and student body enjoyed and benefitted from. We all learned from one another about the different traditions and customs celebrated in Japan. International Culture Week provided students with an opportunity to travel to Japan without actually travelling, which leads to my second word, journey.

The word journey almost always implies a physical departure from one location to another. This doesn’t necessarily have to be true. In high school, similar to my experience in middle school, my eleventh grade French class studied a unit on cultures. My teacher assigned the class partners in which each group chose a francophone country and gave a presentation on that specific country – in French, of course. My project partner and I chose Luxembourg; we successfully immersed the class in the lifestyle, history and beauty of Luxembourg. Assignments like this provide students with opportunities to research and learn about different countries and customs they may have never been exposed to before. It is also a great opportunity for students who may not be able to travel to these countries; by having these class discussions and presentations, students are contributing in inclusive events that do not eliminate or exclude anyone from participating in these stationary journeys and travels.

These ‘in-class-travel-type’ exercises may not be as sophisticated as a physical trip to a foreign destination, yet they still provide a memorable experience for students. Nine years later, and I still reminisce about the cherry blossoms, painted paper fans and haikus I helped make with my seventh grade class. There is something for everyone in this stationary global affair!

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Bringing International Education into the Classroom ______________________ Amanda Melissa Squillace Year 4 CTEP Sociologoy Major Human Geography Minors ______________________

Studying abroad can be an incredibly

enriching experience allowing a student to learn in a foreign country and gain lifelong skills. The social and cultural practices of each country shape the ethos of each school and subsequently, affect the learning styles catered to in the classroom. Although post-secondary students often study abroad, teachers can integrate international education into elementary and high school classrooms by adjusting their teaching approaches to offer a fresh and new cultural perspective to learning.

By identifying different learning styles practiced all over the world, teachers can expand the strategies and techniques used in the classroom. Rather than relying solely on Western teaching styles, integrating different styles of learning that complement different cultural practices can broaden a student’s outlook on learning, thereby increasing his or her skill sets. For example, the Chinese culture refers to deep, quiet and thorough thought processes for learning complex concepts, while the British culture promotes discussion and the exchange of opinions on a theory or topic. These two learning styles are distinct and different from each other; however, each can be equally effective when integrated into an appropriate lesson. Teachers can therefore use these divergent international learning approaches when planning lessons to complement the different learning styles in their classrooms.

Since many classrooms in Canada are multicultural, integrating these different approaches in learning will help students (especially those who are recent immigrants) identify with familiar learning styles, while also educating other students about different practices used around the world. Combining these different cultural styles of learning, both students and teachers can identify the benefits they offer, and engage with cultural practices used globally.

Teachers can bring international education into the classroom and broaden the students’ perspectives on education from different cultural viewpoints. Rather than solely using traditional Western education approaches that utilize distinct skill sets, integrating an international approach in Canadian classrooms gives students the opportunity to engage with a variety of learning styles that complement their strengths and challenge the areas needing improvement.

By teaching according to these different cultural styles, teachers can open the minds of students with the many offerings of our world right in our own classrooms.

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Culturally Relevant Teaching: Crucial Practices That Empower Students Maddy DeWells Year 3 Major: Sociology Minors: Equity Studies, Education and Society

Culturally relevant pedagogy

is crucial in any classroom, and it differs from multicultural education. Of course, as educators, we want our students to be exposed to numerous cultures, languages, and worldviews, but such practices represent a more celebratory approach to a much more nuanced issue: incorporating the cultures, lives, and experiences of students into our teaching practices to ensure the academic success and personal development of each student.

For example, Lopez (2011) states, “Teachers who embrace the belief that schools are important in creating a socially just society must teach in culturally relevant ways that take into consideration how all students experience the curriculum” (p.

75). This speaks to the ways we as teachers can establish our learning communities as inclusive spaces. It is not enough to recognise different cultures and experiences in our classrooms; rather, we must embrace these differences and make cultur-

ally relevant pedagogy a central aspect of our praxes.

Turning now to a more personal illustration, two years ago, I was placed in an SK French Immersion class. I loved my experience in this classroom, and my host teacher was very in tune to culturally relevant pedagogy. One day, a new little boy came into the class who spoke only Russian. He didn’t understand very much English, let alone French. A few weeks later, while the class was getting ready to go out for recess, my host teacher found a translation page in this student’s backpack, full of words translated from English to Russian. Without thinking twice, my host teacher had the student come to the front of the class and, with help, had him say each Russian word to the class. The student was clearly very proud of being able to share his culture and language with the class, and the rest of the students listened intently. In fact, afterwards, I heard many students whisper,

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“I wish I could speak Russian,” or “I like how he speaks Russian. We speak Mandarin at home.” Such an example illustrates the practical elements of bringing in a student’s culture and, by extension, life and experiences into the classroom.

Further, this example shows that while students from different cultures may have different learning experiences, this is not to say that students from different cultures and countries cannot learn and thrive. The success of a student ultimately depends on the ways a teacher organizes his or her classroom practices, ensuring safety, respect, and acceptance for all students. This means making learning relevant to the lives of students, thus enhancing and ensuring academic success.

As a final point, culturally relevant teaching practices have a significant relationship to social justice education. Social justice education is a means of empowering our students, as is culturally relevant pedagogy.

When students see themselves, their experiences, and their lives represented in their classrooms, I believe they will be empowered and encouraged to take risks, not only in their academic learning, but also in their social, emotional, and personal lives.

Samantha King Year 3 Major: Sociology Minors: English, Education and Society

I

have often heard that traveling is one of the best forms of education. I wholeheartedly agree. Traveling, combined with curious observance and careful reflection, can touch us and teach us about the world, about people, and most importantly, about ourselves.

However, the prospect of seeing the world is not always a possibility for everyone.

International travel is expensive, requires time and dedication, and can be inaccessible in many ways. As future teachers, it is important to consider how we can recognize our increasingly globalized world within the classroom, and still be able to speak to the multitude of experiences (well-traveled or otherwise) in our students’ lives.

A powerful way to give students an international education is to draw from the identities that are already present in your classroom. In Canada, we are fortunate to be in touch with so many ethnicities and cultures, and we must be willing to utilize these connections to our advantage. So many classrooms in Toronto come together and boast student representation from multiple countries, multiple linguistic backgrounds, multiple cultures, traditions and experiences, all of which influence our teaching, as well as student learning. Asking students to reflect on where they have lived in the past, and creating opportunities to share their thoughts and experiences are vital in connecting student life to the curriculum and creating a more meaningful way of learning about the world we live in. In addition, inviting students to reflect and share in the realm of international experience nurtures their understanding of themselves, their connections with others, and ultimately their relationship to the world.

In acknowledging the identities of students in your classroom, whether they have lived in different countries, identify as citizens or members of a culture/race outside of Canada, or see themselves as simply Canadian, you can invite dialogue in regards to their lived experiences, their traditions, and other aspects of their identity. It is a wonderful thing to encourage your students to travel: to hear different languages and perspectives, to see cultural celebrations and ways of life, to discover more of themselves by situating their identity in the broader expanse of the world. But in doing so, take the chance to ask questions of your students, to invite their thoughts on the national and the international.

Perhaps the world is already in your classroom.

Perhaps the World is In Your Classroom

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The moment I knew I wanted Learning about new culture to me means... learning about the to be a teacher was when I met one of my favourite teachers in profound histories of people. grade 1.

Melody Barclay Lisa Shimano The quote that I (try) to live by is... "Pray as though everything depended on God. Work as though everything depended on you." — SAINT AUGUSTINE Mehak Jamil If I could have a superpower... it would be to create moving images through music and writing.

Vivian Li

final

Diversity looks like... acceptance of difference.

Diversity sounds like dialogue.

Diversity feels like progress.

Taylor Cenac

Learning about new culture to me means being introduced to new ways and aspects of living The moment I knew I wanted to I otherwise would not have be a teacher was when... a little known about. girl I was tutoring told me she Natalie Sanchez loved me. And I love her too!

Maddy De Welles If I could travel anywhere...

I would go to outer space so I can fully grasp Earth's minuscule place in the universe.

Jessica Concepcion

Learning about new culture to me means... gaining access to humanity.

Rija Saleem

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The quote I live by is... "The My favourite food is... Coca world is a book, and those who don't travel only read one Cola because in every country page." - AUGUSTINE OF HIPPO in the world it tastes the same.

Elizabeth Parker Cassie Fast

thoughts If I could learn any language... it would be sign language so that I could communicate with those who listen with their eyes.

Michelle Brooks Diversity looks like... a kaleidoscope of colours and images that mash together to form a mural. Without one piece, the mural would be incomplete.

Joselyn Wong

If I could have a superpower, it would be... mind-reading!

Abeera Ali If I could teach anywhere, I would teach in... Finland.

Marissa Mark If I could learn any language I would learn... Greek.

Jessica Shi The quote I live by is... "Of all the words of mice and men, the saddest are 'it might have been'." - KURT VONNEGUT Brittany Yuen

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