Feb 10

Reflections on Unemployment and Career Transitions in International Education

By Missy Gluckmann Career, ESL, ESL Conference 4 Comments »

Cartoon: Unemployment (large) by rodrigo tagged unemployment,work,society,economy,editorial,cartoon

There has been a lot of conversation about the state of our global economy.  Each of us knows someone who has been laid off or is underemployed.  Recent graduates continue to look for employment, whether or not in their field of study. The pressure is mounting with unemployment payments running out, school loan payments due, and the simple challenges of every day living expenses.  It is a tough market out there and for those who do have a full time position, we are particularly grateful for the relative security at this difficult time for so many others.

Several years ago, I went through a very difficult medical situation that resulted in my doctor recommending that I leave my full time position. (Click here to learn more about my experience getting ill from mold at Rockland Community College, where I was the Director of Study Abroad.) I was so incredibly ill at the time that I didn’t have the energy to think through what this meant financially;  I just wanted to feel better.  Once I did resign, I spent several weeks in bed focusing on healing. And when I came out of the fog, I had two choices:  1)  to panic about my lack of income and react from a place of disadvantage or 2) to use this as an opportunity to explore other “sides of me” – the interests that I have that I could never tap into fully. And like many of us, my excuse had always been that my inability to properly explore these areas was due to my full time work keeping me so ‘busy’.

It was not an easy time initially.  Actually, that is really an understatement;  it was one of the scariest experiences in my life.  However, ultimately, this dark time became one of the most profound learning experiences that I could ever have imagined possible.  Upon reflection, I am so very thankful for the gift of time to explore other interests and dormant talents.

I am a firm believer that we each have tremendous potential.  One of my favorite quotes is from Marianne Williamson: “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?”

In the US, we take great pride in our work as a large part of our identity;  we often ask each other what we “do” vs who we are.  This is part of our culture and not surprisingly, we are firmly rooted in this identity. We often “reason” with ourselves that we are trained and experienced in one particular skill set as it relates to international education.  We are Designated School Officials (DSOs.) We are Study Abroad Directors. We are Academic Advisers.

Williamson’s quote serves as a reminder that if we do not take the time to explore other sides of ourselves, we will not have the chance to find our light, to be brilliant, gorgeous, talented and fabulous in other areas of who we are.

As international educators, we possess many skills that support our successes in our previous job descriptions. We are great DSOs because we are detail oriented and are strong communicators across cultures.  We are Study Abroad Directors because we understand how to administer programs that are academically challenging in a different cultural context, we understand safety requirements, we are creative researchers, etc.

After I left my job, I sat down a made a list of many other interests that I “had never had the time to explore fully”. (Or at least that is what I thought.) I also reflected upon the tangential skills that I possessed and what kind of  work I could do that would tap into these and highlight my talent. And frankly,  I realized that this list was something that I HAD kept in the dark, because perhaps I really was frightened to tap into the light and see my own range of capabilities and allow them to shine brightly.

This list included:

- teaching ESL

- dedicating time to consulting as a primary source of income, allowing me to craft my day as I chose and to work on projects that I valued

- training and instructional design.

I was able to create an action plan for each of these key interests.  I had taken graduate level coursework in ESL and quickly was able to interview for a position teaching 2 classes at a local ESL school. I had 2 classes and found out that I loved being in a classroom!  I also realized that I didn’t love the hours of lesson planning as much as I loved the students and their infectious energy.

While I had done some informal consulting, I used this opportunity to formalize Melibee Global Educational Consulting by creating a web page and determining its core services.

The path to training and instructional design came through a somewhat unexpected tool. I found a “gig” on Craigslist with an incredible local training company that needed assistance with a Fortune 500 client’s projects.

While these revenue sources did not add up to my previous salary and I was paying a hefty COBRA payment, I was able to pay my bills and live without daily fear that it wasn’t going to be “ok.” During this period I was able to shift to the “light”; For me, this meant making an income doing activities that I enjoyed, with people who were interesting and who challenged me to dig deeper.  What started out as feeling as if the floor had been taken out from under my feet ultimately became a meaningful and beautiful journey that allowed me to carve out an existence that simplified my life and created a true period of balance and joy that I had not experienced before.

I eventually met with a dear friend who is a life coach and with her guidance,  was able to fine tune my transformation.  One of the books that served as a guide during our conversations is Cheryl Richardson’s “Take Time for Your Life.” This book is an inexpensive resource for anyone who is employed, but wants to transition out of their current source of income AND for anyone who is currently unemployed and anxious to use this time to tap into the light, allowing us to explore other sources of income from a positive place instead of a reactionary one.

And for those of you who are interested in exploring ESL as a source of a income, the TESOL Annual Convention will take place in Boston from March 24 – 27, 2010.  Perhaps it will be the start of a new journey!

Whatever your path, do your best to reframe the experience. Instead of “looking for a job” you may be embracing the journey and seeking the light.

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Jan 12

Dreaming in Hindi – Landmarks in Progress

By Missy Gluckmann ESL, India, Multicultural Lives, Research, Uncategorized 1 Comment »

I have finally finished one of my new favorite reads, a delightful book entitled “Dreaming in Hindi: Coming Awake in Another Language” by Katherine Russell Rich.  Why do I love this book?  Probably because it would be my dream to be able to take off to India and study Hindi for a year. This is exactly what the author did and it resulted in a book that is part journal and reflection, yet loaded with recent research in second language acquisition.  Ms. Rich writes about her intensive Hindi program, politics in the region, her cultural informants, travel experiences, homestays, her classmates, and the idea of who do you become in another language/culture.  There is much to digest when reading this book, but she writes with intent, seriousness and a dash of witty humor.

There was so much that struck a chord with me in this book.  Ms. Rich writes about her early days in India, when she is living with a large family of Jains. (Jainism is an ancient religion in India that emphasizes non-violence to all beings in the world.) She writes about her early days of speaking in Hindi and how the family all sits down for dinner and asks her very simple, polite questions about the food, night after night.  Rich writes:

“Dinners go like this till one day, playing badminton in the drive, I give an automatic high-five.  The gesture startles everyone, shuts down the action. From then on, I high-five often. Did I like the soup? High-five! Did I like the lentils? High-five me more! They laugh so hard when they slap my palm, it ends all further discussion.”

This had me in tears, as I can completely relate to the American automatic need to high-five occasionally.  I recall an experience recently, despite all  of my years in the field of International Education, where I attempted to high-five a student who had recently arrived in the US  for university study.  I put my hand up, awaiting an enthusiastic hand slap in return, only to have the student continue with her remarks as if nothing was happening.  I caught myself quickly and instead moved my hand into my hair, as if to move it out of my eyes or something rather unnecessary. Ms. Rich’s description of the automatic American high-five had me in stitches, especially because it became a bonding moment for her and her Jain family, one that eventually allowed them to move past the basic “how is your dinner” kind of questions that we all get when we’re abroad and attempting to practice another language.

Ms. Rich’s humor shines through when she writes about her orientation to the language school which took place in Hindi – with the occasional warning coming through in English. Ms. Rich writes:

“The orientation leader, Vidhu, states: ‘If you see a group of sacred cows, we ask that you not disturb or frighten them as that can make them rush this way and that and possibly brush you. Last year cows strained a girl’s leg. She was a dancer.’ Vidhu warned, and then I was desperate to know what else they’d said.”

This had me laughing out loud and seriously wondering what I’ve covered in orientation to the US that has had my students mystified, horrified or hysterical!  (I’m guessing that the US health care system is the section of orientation that sends most of my students over the edge – it seems so very ridiculous to them when I describe how much a visit to the hospital can cost.  Come to think of it, it seems most ridiculous to me also!)

Much of this book with Ms. Rich’s personal experience as an intensive language student with fascinating research on language acquisition.  One simple statement that deeply resonated with me referred to the landmark of progress in language acquisition.  Ms. Rich writes:

“Some people say you’ve turned a corner when you can make jokes,” the linguist Ellen Bailystok says.’Some say it’s once they’re translating , others when they dream in the language. People put up landmarks of progress.’ ”

While I am not fluent in another language, I have studied Spanish, Italian and French and have taught ESL for several years.  I have seen my students’ joy when something “connects.”  And as a language student, I recall those landmarks of progress.  While living in Switzerland during graduate school, I had to navigate through the local food market every few days. I really wanted to order turkey from the deli counter, but didn’t know how.  After several weeks, a friend taught me the phrase in Italian and I practiced it daily, awaiting my big moment at the market.  One of those landmark moments, for me in Italian, was successfully ordering some turkey at the market.

Today, I pose the question:  What are YOUR landmarks of progress?

Take a moment to enjoy this playful video by Ms. Rich.  Note the high-five at the end! YouTube Preview Image


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Dec 21

Prisencolinensinainciusol: What Does English Sound Like to “Foreigners”?

By Missy Gluckmann ESL, International Education Tools 1 Comment »

I am one of those people who listen to radio stations in languages that I don’t speak – to me, it offers an opportunity to explore different sounds, figure out a few words, and hum to some good music.

While I have taught ESL in the past, I had not come across this brilliant video.  It starts with a skit:

The student asks the Professor why he wrote a song “that has strange words that don’t mean anything.” This version does not show the entire skit, but the Professor does go on to say that people aren’t communicating enough so he wrote this song and the title is meant to mean “Universal Love.”

This song, Prisencolinensinainciusol, was written by Adriano Celentano from Italy in the early 1970s.   He wrote it using gibberish that was meant to sound like English, giving us an idea of what it might feel like to not actually understand English.

This first video clip is the partial skit and song.  When you play this first clip, what English words do you think you hear? How do you react to not knowing what is being said?

YouTube Preview Image

This next version is a “translation” of the “sort of English” into English. How did you feel about these “lyrics”?  Did they reflect any words you thought you heard?

At the end of the day, I found this to be a really fun exercise and actually found this tune to be rather catchy. It is a bit of early rap/funk and I think it will be playing in my head for days!

I’m looking forward to hearing your experiences with Prisencolinensinainciusol!

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Nov 12

Lessons from Teaching English as a Second Language (ESL)

By Missy Gluckmann Boston, ESL, ESL Conference, Germany, March 2010, Uncategorized No Comments »

I have periodically taught Second Language (ESL) throughout my career. I’ve taught in classrooms and tutored individual students, but I’m quite certain that the students teach me more than I could ever teach them.  They come from a variety of countries and life experiences, sharing information about their daily routines, political issues in their home countries, gender roles and cultural norms.  They are very inspiring and humble, and are typically very dedicated to learning the English language.

One of my most memorable students was the spouse of a non-immigrant expatriate on assignment. Angela is from Germany; she and her husband and their young daughter were relocated to Westchester County (NY) by his employer. Although she did not know anyone in this community, Angela went out every day and practiced what little English she knew at local shops and the library.  She quickly joined the local gym in an effort to meet people.  Her daughter went to school for several hours each day and rapidly picked up English without any formal lessons.  This little four year old girl walked into the classroom, as fearless as her mother, and absorbed her surroundings like a sponge.

I do not speak German, so Angela and I initially relied on non-verbal cues to communicate with one another early on. Something as simple as playing “Simon Says” with Angela and her daughter became a vocabulary lesson.  Sometimes during our lessons we would read letters and forms that were sent home by her daughter’s school. Many of these were simple reminders about holidays, school parties and activities.  However, there were  the occasional health letters that entered into our lesson.  Angela asked me to help her with a letter that served as a reminder not to send children to school if they were “vomiting or had diarrhea.”  One can only imagine how awkward it is to explain these two ailments to a non-native English speaker.  Needless to say, non-verbal communication was key!

As Angela’s English improved, I assigned a short book for her to read while at home.  Then, at each lesson, she would read aloud and we would discuss the plot.  It was a tricky challenge for her, as she was exploring new letter combinations that forced her to use her mouth and tongue in a different way than she would in German.  One of the biggest challenges for Angela was to master the “th” sound. For Germans, the tendency is for the tongue to reside inside the teeth when attempting this sound, forcing more of a “z” sound (e.g. “zis” vs “this”.) I reminded her to stick out her tongue, and she and I giggled often as she made a face to get this difficult sound from her mouth.

I taught Angela for nearly two years and I am humbled by how quickly she progressed. She went from being a woman who was afraid to answer her phone to one who can articulate her thoughts, feelings, wishes and desires with confidence. I was honored to contribute to her ability to navigate the waters of this new culture.

Teaching ESL has reminded of important life lessons when living abroad:

1.  Be Fearless:  The point of being abroad is to see and do something that you would not experience at home.  Staying in because you don’t know the language  is not an excuse to miss out on the adventure. Get out, get a bit lost and listen to your surroundings. Throw caution to the wind!  At the very least,  you’ll have a great story to tell later!

2. Shift the View: You’ll see the world through a new set of lenses and it is important to embrace this new view. When I lived in London, I remember observing all of the buildings so carefully, as the city was so much older than almost anything I had seen in the US. Every time I stepped out of my flat (apartment), I experienced visual overload. It was wonderful! When I did eventually return home, I was able to see the world through a new set of eyes, which made home a ‘new’ place too and helped tremendously with the re-entry shock.

3. Humor: Be open to making mistakes and be willing to laugh when you make them. Laughing at yourself in these situations is definitely more fun than crying and often a better coping technique.

If you are interested in learning more about Teaching English as a Second Language and the places it can take you, the 44th Annual TESOL Convention and Exhibit will take place in Boston, Massachusetts from March 24 – 27, 2010.

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