GLBL Students Studying and Serving The Global Community in Asia

Anna-Brit Schlaepfer - Juren English Institute

Bejing, China - Summer 2011

Anna-Brit Schlaepfer

Juren English Institute is one of many private supplementary schools in Bejing . . . knowing English gives people an advantage . . . . consequently, many students sacrifice their weekends and holidays to study English as schools like Juren. . . .


. . . . I edited [] teaching materials . . . [I prepared background materials, with] subjects var[ying] from city and village life to pollution and recycling. I took the opportunity to explain some of the social issues that I know China was facing, in particular the real disparity between rural and urban China . . .. I was responsible for acting as the examiner in conversation practice . . . .


. . . immediate immersion plus minimual instruction led to many misunderstandings and frustrations. So complete unaware of the context and dynamics of the situation, I coud not tell up from down. Never have I been so aware of how much my perceptions can differ from reality; during my entire experience at Juen, my perception shifted dramatically several times as I worked to fully comprehend my situation. . . .


It is only now after experiencing [] things first hand that I can fully appreciate the complexities and emotional difficulties of adapting to another culture while attempting to help others within that culture. . . .

Gina Boffa - Global Urban Trek

Bankok Thailand - Summer 2010

Global Urban Trek introduces students to what it is like to live and work alongside the urban poor . . . I went to Kholong Toey Jet Sip Lai, the largest and oldest slum in Bankok. Here, I lived with my host mother Ba Aow, and taught English at two NGOs. . . .


I loved all the people I met, particularly my students. They were always ready with a mile and a "teacheeer!

I enjoyed the market places, and exploring the slums in the morning looking for that weird breakfast dish I tried the day before. . . .


My time in the city allowed me to take my hypothetical learning and practice it. Furthmore, it gave me direction.. . . . the most concrete result that came of my time in Bankok was a decision to purse teaching further. . . .