What Evergreen students say about their studies in Peru
I designed a contract studying in Peru for winter quarter. I lived in a small coastal community in Northern Peru. I prepared my own syllabus, focusing on teaching children, ages five to fourteen. I prepared for this by bringing teaching supplies and reading books on Peruvian culture. Due to geographic difficulties I did not teach in Tercer Milenio, I spent most of my time in the beach town of La Barranca. I also prepared by taking Spanish in the fall quarter.
While there I was able to teach English to the children living in La Barranca. Through working with the children and conversing with the people in the community I was able to improve my Spanish. I supplemented my conversational practice by studying from Spanish textbooks to increase my vocabulary and understanding of grammar.
I found teaching the children to be challenging at first as I was presented with a group of children spanning in age from five to fourteen, this was further complicated by their various interests and levels of understanding. The tasks I assigned to the class would alternately be too challenging or simple depending on their age and knowledge. The children were eager to learn but shy to speak. I tried numerous ways of teaching them and in the end found that it was best to teach them in a non-threatening way. By eliminating the idea of school and simply spending time with them in a less formal setting, they learned more readily.
I applied the ideas of Paulo Freire’s Pedagogy of the Opressed. I found this to be extremely effective. Every child had many questions for me about English and American culture. By creating an informal setting they felt less inhibited to practice the English I taught them. I reached these conclusions with a great deal of help from the children there. I found them as eager to help me plan classes as to learn. The children were also excited about their ability to teach me Spanish. It was a wonderful experience to be able to trade learning with the children I was teaching.
In order to better understand Peru’s history and culture I also read books relating to these topics. Ciro Alegria’s Broad and Alien is the World, dealt with the conflicts of land and ownership in Peru. The landscape so lovingly described in his book came alive as I traveled through the countryside. I also read books relating to women’s history in Peru, that paralleled the history told in Broad and Alien is the World. Moon, Suns, and Witches was about women’s gender roles in Peruvian history. Both of these books were important to my understanding of Peruvian culture. Moon, Suns, and Witches provided context for the situation of women in Peru today. Additionally the long struggle between rich landowners and peasants was made to clear to me in Broad and Alien is the World.
The people in the community of La Barranca were always willing to talk to me, and their friendliness was invaluable in my learning Spanish. The community I lived in had no infrastructure as far as what I was used to in the States. There were no policemen, no electrical company supplied the town with electricity, no land line phones, no garbage collector, or formal buses running in and out of the town. I discovered an alternative definition of community. People were very friendly and helpful and looked out for each other. People spent time with their families and people seemed to have an informal role that they adhered to. I discovered an alternative definition of community.
Overall my time in Peru was just as much about me teaching cross-culturally, as it was about me learning. Assumptions I had made about teaching proved inadequate when I was faced with reality. I had to change my techniques and methods in order to effectively teach. In addition the language barrier was a real impediment at first, but I overcame this through practice and conversation. I learned a great deal from the families and people that opened up their homes and hearts to me. I learned a great deal from my experience with cross-cultural teaching. The line between student and teacher is continually blurred as both learn from each other.
Raul Nakasone was extremely helpful in helping me plan for my trip to Peru. While I was in Peru he was always available through email. The program he set up for me was wonderful and I felt very safe and supported with the family I was staying with. In our communications Raul helped me to better learn Spanish by writing me emails in Spanish and including sections in English when necessary.
Raul was in Peru for the first week I was there. His presence was very helpful as I adjusted to my surroundings. Raul explained to me many of the things that I would experience in Peru. He explained the strong sense of community that exists there, as well as explaining social functions and norms to me. This proved to be invaluable as I experienced all of these cultural differences.
While being very supportive Raul Nakasone also gave me the space needed to create my own experiences and ways of learning in Peru. I feel that the program he has set up for students in Peru is a unique and amazing opportunity to live within a welcoming community. In addition to learning how people live in Peru, studying Spanish, and having opportunities to learn about a variety of cross-cultural experiences. Raul was one of the best teachers I’ve had. I will always be grateful to him, and his family for opening up their home to me.
Self-Evaluation for "Summer in Peru Program"
The "Summer in Peru" program helped me to experience and learn more about Latin American culture, the Spanish language, the history and culture of Peru, and so much more than I could have ever learned in the classroom. Before leaving for Peru, I created, discussed, and finalized a contract with Raul Nakasone that covered my interests in learning the Spanish language, discovering Peruvian customs and culture, how non-profit organizations start and operate, and working with children in secondary education. I was able to accomplish all the objectives on my contract by using the resources I brought with me, utilizing the facilities in Peru, and with the help of all my new friends in Guadalupe, Peru.
In Guadalupe, everyday was an intensive course in
the Spanish language. Of the thirty thousand people living there, I
came across fewer than five people that could speak any English. Most
of the English teachers in the schools were even below the
conversational level. This gave me the opportunity to use Spanish in
every possible situation. I was not able to order food or buy
necessities if I did not use Spanish and therefore was forced to learn
correctly and rapidly. Many of the people were more than eager to talk
with me. Everyone wanted to learn where I was from and what I was doing
in
Guadalupe. Some people just wanted to sit around and make small talk or
discuss Peru and the United States. During the first weeks of the program, our contact Manolo, set up grammar lessons for us with a local professor. I also received personal grammar lessons while working with the English teacher, Jorge Gisera, at Inif, one of the many schools where I taught English. At times, he would even set up private lessons for me with the Spanish grammar teachers for private lessons.
Along with my "real life" and private lessons in Spanish I brought along textbooks to supplement my learning of Spanish grammar. I completed the majority of the exercises in the textbook, "The Ultimate Spanish Review and Practice" by Gordon and Stillman (Passport Books 1999). I also used, "Barron's Spanish Verbs" by Christopher Kendris (Barron's 2001) to help with the difficult task of conjugating Spanish verbs. For an amusing and interesting way of learning I attempted to translate the poems by Pablo Neruda in "Estravagario" and "Cien Sonetos de Amor". And of course I would have been lost if not for my many useful pocket dictionaries.
Many of Peru's ancient and modern customs and cultures were on display right before my eyes. During my three months in the north of Peru, I had time to travel outside of Guadalupe to many historical sights and ruins. I was amazed at the amount of ruins and how so many more were still just being discovered. Our first experience with the ruins of Peru was on a field trip led by Manolo. On our way to a beach, named Barranca, just outside of Guadalupe, we stopped to view a vast ruin atop the cliffs overlooking the ocean. Manolo provided us later with a description of the area and a handout. On another field trip to Cajamarca, I had plenty of time to visit the ruins, museums and famous Inca Baths. During my three-month stay, I also had time to travel with friends to other sights such as Chan Chan, the massive compound located just outside of Trujillo, and Sepan, one of the latest and most amazing recent discoveries just outside of Chiclayo.
After making many friends in Guadalupe, I was invited to their homes and celebrations to view and take part in the modern customs and culture of Peru. I attended festivities for anniversaries, holidays, and religious ceremonies. I was even invited to take a private tour of the local cathedral after attending one of the sermons.
Within Guadalupe, I had the opportunity to observe different non-profit organizations. One such organization was set up by the European Union as a school for the local youths to learn about farming and raising livestock. I was taken on a tour by one of the directors of the organization and was able to ask many questions about how the school was founded and operated. Another organization, The Organizacion Juvenil Tercer Milenio, which is directed by Manolo, operated in the very building in which I resided. It provided computer training for the local citizens at a low cost. Upon arrival, I was able to take part in the organization along with another student by purchasing and installing equipment for the computers such as a CDROM and small network.
After working for sometime in the schools of Guadalupe, I saw their need for basic supplies and decided to try and establish a program myself that would operate similar to a non-profit organization. I wanted to create a program that did not rely on charity but instead would create something of value, which in turn could be sold and the profits used to buy the needed supplies. I discussed many different possible ideas with the local people and teachers. At last, I have started a project with the students of Inif. The students are creating drawings unique to Peru, a local wood worker has hand made frames, and when everything is complete, I will have the works sent to the States and sold with the money being returned to Inif for school supplies. The project is much more difficult than I had at first expected. The cost for the basic supplies is higher than expected and the ability to find these supplies is also difficult. Above all, the most difficult task has been organizing the students and coordinating all the activities with the director of the school. I cannot comment on the results of the project as it is still in progress but I will continue to work until its completion. I can however say that we are making good progress as the frames have been made and we have had numerous classes held to help teach the students drawing techniques. Their works appear to be truly valuable as a look into Peruvian culture and history and I feel we will be successful with this project.
One of the most gratifying parts of fulfilling my contract in Peru has been working as a teacher to the local students and other citizens of Guadalupe. For our first few weeks, the other students and I were taken to local schools where we were introduced to the directors, English instructors, and students. We experimented with different methods of teaching English pronunciation to the students. The instructors were grateful to have native speakers of American English and after some time put us in complete charge of the classes. At times we even developed lesson plans using readings and visuals that we created ourselves.
We were required to participate at the local schools for a duration of five weeks. However, at the end of this term I decided to continue instructing at Inif with Jorge Gisera. Not only had I developed a strong work relationship with the instructors and students at Inif, but also I felt that Jorge used some of the better methods of teaching and I was often able to participate not only in instructing but also in learning Spanish grammar.
During my stay in Guadalupe I taught two private classes. One class I created for the students at Inif. They were only allotted two hours each week for English lessons. So, any student that desired to spend more time studying English during the week was permitted to attend the class. The other class I instructed was for the adults of Guadalupe that wanted to learn English or for those few that knew some English and wanted to improve their pronunciation. I spent most of my time with this class, which ranged daily anywhere from three to fifteen students. By volunteering my time for this class I was able to make my strongest ties with the people of Guadalupe.
I feel very fortunate to have had the chance to work and study with the people of Guadalupe. The opportunity that Prof. Raul Nakasone provided for me to study in Peru helped me to create and carry out the requirements of a serious and intensive individual contract. I am enlightened after having experienced first hand, the people, culture, and history of Peru. My daily conversations with the citizens of Guadalupe, has increased my Spanish conversational skills to an intermediate level. Most importantly, my experiences with the educational system in Peru and non-profit organizations, has sparked new interests for me. With all this experience I was provided I have been inspired and now have many new goals to attain in my life.
Christopher Schwarz
Hola Raul,
Lo siento, para no escribes tu sooner but we have not had Internet access for a week and a half. Me gusta Peru mucho. I really enjoy this cultural setting. You mentioned in your letter that you thought we might be suprized by the material "poverty"but I was't, it's similar here to places I've been in Mexico. Like you said there is so much wealth here in different areas that I feel lack in the United States. Things like family togetherness and community. Mi familia has lived in the same house para veinte anos and we do not even know our neighbors nombres. This would not happen in Peru, or at least not in Guadlupe. So far we have visited three Inca ruin sights (including the worlds biggest adobe city Chan Chan), la playa, Chepen, and Trujillo. The ruin sights are absolutely amazing, those Incas were something else. Manana we are going to the ruin museum in Chepen. Here in town we have visited the escuela de los ninos and the colegio, where James y yo are going to teach the power point program. My idea for the jardin organica ended when my seeds were confiscated at the Peruvian customs. Que lastima! Pero, I don't mind anyway it seems the people here know a lot more about natural gardening than I do. The food is excellent here, muy fresca, Juana is a great cook and she's really gone out of here way to cook good vegetarian food for me, I really appreciate it. As far as my understanding of the language, everyday I understand more but mi espanol es still muy mal. However, I'm trying to understand, everyday I write in my journal in English and then try to translate my words into Spanish. My biggest problem is con verbos but I feel that when the Spanish lessons start that it'll become easier para mi. I love the discotech, I love to dance and so does everybody here which is great. I'm trying to learn salsa dancing. Also on Friday we have a aikido lesson con Pepe, I've always wanted to learn aikido. I was sad to see Dorie leave but I guess she was just unhappy, I think she expected it to be more like Spain here. Anyway, this is all I can think of for now and my time is running out on the internet so until I hear from you, buenas dias! Tu amiga,
Devin
During the summer quarter of 2000, I traveled to Guadalupe, Peru under contract with Professor Nakasone. My goal was to intensively study the Spanish language while being, myself, immersed within Peruvian culture. In the approximately ten weeks sent in Peru, I made great strides at improving upon my ultimate objective of fluency in a second language.
While studying Spanish independently, I also voluntarily taught English for Tercer Milenio, a grassroots community outreach program in the town of Guadalupe, Perú. This class was offered free of charge to all interested Guadalupanos.
The learning activities under this contract revolved around the aforementioned instruction of English and independent study in Spanish grammar as well as conversational fluency. The lesson planning for the class occurred in conjunction with personal study of the Spanish language in the Peruvian grammar textbook Grammatica Estructural, edited by Gustavo Cositorto. I also read one book in Spanish, "El Mundo es Ancho y Ajeno" by Ciro Alegria. This novel greatly aided my development in phrasal recognition as well as a deeper understanding of the encounter between the European invaders, their descendants and the native Peruvian indigenous peoples.
This being my second trip to Guadalupe in as many years, I came to many profound realizations about Peruvian culture and, often inherently, about the Spanish language. Personally, I am very delighted with my current level of language recognition and conversational fluency. I kept a daily journal exclusively in Spanish and thus, became more familiar and comfortable with Spanish literacy as well. I pushed myself to become more sophisticated. This was aided greatly by intensive study in Cositorto’s grammar book nearly every night. Grammatica Estructural is a 3-volume work all in Spanish and presents a challenging pedagogy for grammatical improvement. I was only to engage myself thoroughly in volume one and nearly finish that volume with the additional time given to teaching English. However, my improvement is marked.
With the daily journal in Spanish I also kept a weekly journal in English, reflecting upon the book readings, personal findings during teaching as well as observations on the process of learning Spanish. As a record of my progress with the language, my class time was videotaped and photographed to present to Mr. Nakasone upon completion as part of the final course portfolio, which includes bilingual journal reflections.
Tom
Student Self-Evaluation
Mark Beckmann
Program: Individual Learning Contract
Quarter: Fall 2001
Professor/Sponsor: Raul Nakasone
Well, after two quarters spent in the wonderful country of Peru I do not know where to go from here. How can this experience be improved? I truly do not know. This quarter was basically a continuation of my Individual Learning Contract for the Summer Quarter 2001, with many of the same objectives, but differing in the means and level of study carried out. The main focus of this quarter`s Progam dealt with a more in-depth study of the Spanish language and Spanish language grammar using textbooks, and the utilization of conversation and travel as means to further my education in this area. Along with obtaining knowledge in the area of the Spanish language, I sought information in political, cultural, and natural environment studies through conversation and travel as well. Coinciding with this Program, individual English language lessons were given in order to fulfill the community work aspect of the program.
At this point, I am able to understand most of what is being said in a conversation in the Spanish language if the words are spoken clearly, at a reasonable speed, and without too many slang words. But, more important than that is my ability, now, to listen, understand what I can, and ask clear concise questions as to what, if anything, I did not understand. Perhaps it is just a word or possibly an uncommon verb, but I am able to facilitate my learning by using the Spanish langauge as a learning tool in itself. Along with this, countless hours were spent this quarter individually studying the Spanish language and Spanish language grammar using parts of several textbooks mentioned in my Individual Learning Contract. These textbooks served the purpose of providing an outlay of concise information for traditional academic study within an individual immersion study program. The textbooks came in very handy use, more times than not, when a difficult and advanced topic was not understood or understood incorrectly, and the advanced nature necesitated the use of the English language to fully explain.
With greater ability in the Spanish language, this meant that I was able to travel from mainstream turist destinations and seek out more remote and interesting areas within Peru and other South American countries as well. Although Guadalupe, Peru served as a sort of homebase, as it did in my Summer Quarter 2001, I was able to take longer trips throughout these lands. When in Guadalupe, studying the Spanish language became my main focus, and when I ventured away this individual study definitely continued, but in more of an unstructured and involuntary way. The textbooks were still used frequently, but more focus was put on conversational style learning. In each place visited, from the many cities in Peru to the countryside, the lakes and fjords disticts, and many National Parks during a 3 week trip to neighbooring Chile and Argentina, the Spanish language was used as a tool to gain valuable information about politics, cultural aspects, and the Spanish language itself. Conversation, once again, proved it`s worth in communicating ideas, knowledge, and care with the local people in their respective locations. In many instances great friendships were formed with local people, including the people of Guadalupe, Peru. I sought to learn much from these very special people and help in any way I found possible, including giving my time to individual English language lessons.
As an integral part of this quarter`s Program, the community service aspect ran quite smoothly and was a natural progression from the community service performed in the Summer Quarter 2001. Because from the intial days of this program I traveled weekly, I was unable to keep a regular teaching schedule, as was needed in teaching students in the local schools during the previous quarter. I found that directed individual English language lessons for local people more efficiently fit with the style of my time spent in South America during this quarter. I feel that I expanded the knowledge of several people in this area, as well as, many other topics during this quarter. I can only hope that I have left something with them that will help in the achievement of any goals they have set for themselves.
To say the least, what a wonderful program. I have had the opportunity to participate in an immersion style program, with the freedom to travel and view many areas in South America, while working diligently on improving my academic knowledge of the Spanish language and the culture and politics of areas visited. I, may, even have made a few lifetime friends from these great countries.
-Mark Beckmann
Faculty/Sponsor Evaluation
Mark Beckmann
Program: 2 Individual Learning Contracts
Quarter: Summer & Fall 2001
Professor/Sponsor: Raul Nakasone
The professor/sponsor for these Individual Learning Contracts, Raul Nakasone, provided, in a concise and meaningful manner, the support that was needed to carry out the planning and completion of these 2 Programs. From delivering the initial explanation of his ideas and being the driving force behind these 2 Programs, Raul Nakasone made very clear what he expected from me and the other students involved. Everything was arranged in Guadalupe, Peru, including a place to live, three meals a day, and personal contacts in Peru as to ease the adjustment period and handle any problems that could have arose. Once I was in Guadalupe, Peru contact was kept with the professor/sponsor via E-mail, as mentioned in my Individual Learning Contract. Raul Nakasone responded and answered all questioned I had in a timely fashion and at no time did I feel abandoned or ignored by the professor/sponsor. I felt comfortable knowing that he could convey his ideas and concerns thoughtfully and offer any criticism, that he might have had, in a way in which to inspire and not solely for correction. As the quarters came to their respective ends, Raul Nakasone provided great support and information on how to deal with final work that needed to be completed and for the writing and completion of evaluations. I would give a thumbs-up and a recommendation for Raul Nakasone to anyone that might have a question concerning the support and facility of an Individual Learning Contract sponsored by him.
-Mark Beckmann
Program Evaluation
Mark Beckmann
Program: 2 Individual Learning Contracts
Quarter: Summer and Fall 2001
Professor/Sponsor: Raul Nakasone
In order to evaluate these two Programs one needs to understand the nature of such Programs. These two Programs, or Individual Learning Contracts, consisted of immersion style studies. The point was to put a student in a foreign and different place in order to enhance the learning of the Spanish language, the people, culture and politics of Peru, and to experience community service within a rural community in Peru. These programs definitely accomplished these goals, and I took more away from them than originally expected. To give more students the chance to participate in such Programs, I would hope that the professor/sponsor, Raul Nakasone, continues to make available the opportunity to spend a quarter or more in the country of Peru, and more specifically, the town of Guadalupe. This has been a very rewarding two quarters of studies through The Evergreen State College, and I feel these Programs fit right along with the goal this college is trying to accomplish. Through alternative type education, these Programs allow a student to participate in new and challenging studies often not seen in a conservatively academic-run University or College. Also, these programs provide the chance to learn and experience things not available on a college campus in the United Stated. Foreign study is exactly that, foreign. Giving someone the opportunity to challenge themselves with this difficult, yet rewarding course of study, and live the life of an immersion studies student truly helps in forming a tolerate, educated, and well-rounded person. I would recommend these Programs to anyone that has a question about them.
-Mark Beckmann
Hola raul. I have to say I love it here. This
afternoon I ate part of a papaya bigger than the size
of my head. It is amazing. The family is very warm
and inviting and my first day was amazing. Tonight we
go to the beach for a huge party of the beach. Life
is very exciting and I have been meeting so many
people. Just wasnted to say hi. I will write more
later. Blessings, Jeremy