Tag Archives: Fulbright English Teaching Assistantship
By Emma Din, 2011-2012, Fulbright English Teaching Assistant to Colombia
This was it: Thursday night at Tin Tin Deo. I was embracing la vida caleña, or Cali lifestyle, venturing into the “salsa capital of the world” by visiting the legendary salsa bar for the first time. I couldn’t have imagined it more perfectly with its low ceiling, pictures of famous salsa singers displayed on all the walls, dim lights, pulsing rhythms, and sultry atmosphere. I’d taken salsa classes before moving to Colombia and loved them, so I thought I was good to go. Little did I know, Cali-style salsa features quick footwork, unique Afro-influence, and enough improvisation to render the classic movements and foot patterns I’d learned useless; I was forced to give up on the prescriptive combinations and rely instead on how the music made me feel and what my partner was communicating with his steps. That night, I discovered that in Cali, Colombia, salsa is more than a fun activity, more than a sport, and more than an art form; it is an identity and language.
My time spent practicing salsa outside of class influenced my role inside the classroom as a Fulbright English Teaching Assistant (ETA). I was placed at the Universidad Santiago de Cali and had my own classroom where I assistant taught English conversation classes to college students ranging from 15 to 50 years old. Just as I was learning the importance of moving away from memorized salsa steps, I challenged my students to step away from the prescriptive English sentences and dialogues they had memorized. I encouraged them to take risks and to get outside of their comfort level in English and focus on expressing ideas, rather than fearing mistakes.
By Todd McKay, Bangladesh, 2011-2012, Fulbright English Teaching Assistant to Bangladesh
“Half the battle is applying,” a former linguistics professor of mine once told me. This is the kernel of wisdom—the all-too-true aphorism—that carried me through the Fulbright U.S. Student Program application process. Since that first sit-down with Fulbright’s online application, I have learned a lot and have had ample time to reflect on the application process and on my time in Dhaka, Bangladesh.
I was in the second semester of my MA program in applied linguistics at the University of Utah when thoughts of a Fulbright future first popped into my head. One of the courses in my program was a curriculum design and development course, which included both curricula for foreign language teaching and a professional development component.
“We get so caught up in our academic lives,” my professor said, “that we often forget to work on our professional lives.” She challenged each of us to come up with a practical goal that could be completed by semester’s end.
I decided I wanted to apply for a Fulbright English Teaching Assistant (ETA) grant, but I didn’t think I was qualified. Truth be told, I was downright afraid of applying for a Fulbright grant. I was an okay, but by no means brilliant student. I grew up in a small town 40 miles north of Salt Lake City, Utah, my undergraduate GPA didn’t begin with a 4, and I was not a polyglot studying linguistics under Noam Chomsky.
By Erin Osterhaus and Austin Volz, 2009-2010, Fulbright English Teaching Assistants to Germany
Four years ago, I was given the opportunity of a lifetime. I received a Fulbright English Teaching Assistantship (ETA) to the town of Laufen, Germany—a tiny “city” on the border of Austria. During my 10 months as an ETA, I learned a new language, a new culture, and a lot about myself. But perhaps one of the most rewarding aspects of the experience was the opportunity I had to meet other amazing ETAs. Among them, I can name Oxford, Harvard, Yale, and Georgetown graduates. Some are in the United States doing important things for the government, some are pursuing graduate education, while others are working abroad—in Sri Lanka, China, Germany—you name it.
As we approach the four year mark of when we began our Fulbright journey together, I thought it’d be great to catch up with a few of my fellow Fulbrighters to see where they are today, and how their Fulbright has affected their personal and professional trajectories.
The deadline for the 2014-15 Fulbright U.S. Student Program competition is Tuesday, October 15, 2013 (5:00 p.m., Eastern Time)!
If you’re in the final stretches of completing your online application, make sure you’ve fully reviewed the application checklists since components vary somewhat depending upon the type of Fulbright U.S. Student grant you’re applying for.
What happens next? Click here to read about the selection process.
By Fareed Mostoufi, 2009-2010, Fulbright English Teaching Assistant to Argentina
I had just returned home from six weeks of studying in Madrid, Spain, when my sister called to tell me about the Fulbright U.S. Student Program. Traveling to Madrid had been my dream since I applied to college, and I had come back startled by the vastness of the world and the richness of other cultures. She told me that the Fulbright U.S. Student Program was an opportunity to spend approximately a year abroad potentially conducting independent research, or assistant English teaching while developing personally and professionally. While still on the phone with my sister, I looked up the Fulbright U.S. Student Program website and decided instantly to apply…three weeks later.
Yes, I started the application process late. Hungry for resources on how to put an application together, I found out about and attended local information sessions, met with my university’s Fulbright Program Adviser, and searched the all-knowing Internet. I learned that I had to apply selectively to one country. I also learned that for the Fulbright English Teaching Assistant Program (ETA), I had to explicitly outline my teaching style and plans for extracurricular community work in my application. I also learned that professors had to be reminded gently, but regularly, to turn letters of reference in on time!