Monday, July 26, 2010
Last days in Tortuguero
Saturday, July 24, 2010
Costa Rica So far (Days 1-3)
After twenty-four hours of traveling (13 of which were spent sitting in the Mexico City airport) I finally arrived to Costa Rica. As soon as I got off the plane I felt the temperature change. It’s the dead of winter right now in Santiago and they are experiencing record low temperatures. While it is technically winter here as well, you would never know it. It’s balmy and warm from when the sun comes up at 5:30AM to well after it sets. It was late when I got in so I immediately found a cab and headed to my hostel where I collapsed into bed without so much as brushing my teeth.
The hostel in the capital city of San José was perfectly nice. I shared a 6-bedroom dorm with a few German girls. They had a pancake breakfast in the morning that was quite good. I didn’t do much in San José, partially out of exhausting and partially out of a lack of stuff to do. The hostel wasn’t in the downtown area and it was in a smaller residential part of town. I found a couple of good restaurants for lunch and dinner but for the most part hung around the hostel, reading in the sunshine and Skype chatting with friends. I spent one more night there and then the following morning set off for Tortuguero, a city on the Caribbean coast.
To arrive in Tortuguero seemed easy enough. Take a cab to the bus station, take a bus to another bus and take that bus to a boat. What I didn’t count on was the heat and the fact that I am carrying 6-months worth of luggage with me everywhere I go. The first bus ride was fine and beautiful. This country is so lush and green. When we arrived at the spot to pick up the next bus we had to walk to another bus station, and while it was only a few blocks away it turns out that a few blocks in blazing sun lugging close to 100 pounds of luggage with you is quite a feat. By the time we were at the second station I felt dizzy and sick and had to sit down immediately. The women at the food stand in the terminal noticed I was looking ill and were so kind and helpful. They brought me ice for my water and turned one of their fans to face me. They also brought me a cup of warm milk and sugar, which they said would help balance out my equilibrium. I sat there and ate a $3 plate of rice, beans and chicken and sipped my water. After an hour or so I began to feel better. Now all there was to do was wait another hour and a half for the next bus.
The next bus was not quite as “luxurious” as the first. In fact it appeared to be an old school bus. I sat in the front with some Costa Rican guys and chatted in Spanish for most of the ride. This bus ride took us through banana , which were really cool to see. After about an hour we arrived in Pavona where we would be taking a jetty into Tortuguero. We boarded little boats and set off down a beautiful river. It was exactly like the Jungle Cruise ride in Disneyland, except that it was real. We saw turtles and birds and they told us there are crocodiles and caimans in the water, although I didn’t see any. The boat ride was a little over an hour long but I could have stayed on it for longer. All the views were breathtaking. The boat actually brought me right up to my lodge where I disembarked with the help of one of the guides.
Okay, now this lodge, I was under the impression that it was something like a hostel. What it actually is is a jungle resort. As we walked through to reception I saw a giant pool and a restaurant. At reception I was greeted with “You must be Melanie” and a glass of cool guava juice. My guide took me to my room, winding through the trees and other cabins. I saw spiders as big as my hand and I could hear howler monkeys above me. I requested a single room but it seemed they didn’t have any instead I was put in an enormous room with my own bathroom. I took a shower and went to find the wi-fi. It’s next to the other pool, the bar and the other restaurant. I can’t believe this place. All for $25 a night. Of course there’s no where to eat except in their restaurants and buffet hall, and I expect that’s where they get you. Guess I’ll just have to be careful how much I eat.
Today I spent the morning sunning by the pool and tonight I’m going to do the turtle tour where I get to see turtles laying their eggs along the beach. It’s the beginning of turtle season so I’m very excited. I’ll let y’all know how the rest of the trip goes!
Tuesday, June 29, 2010
Ingles Abre Puertas
If you have never had the privilege of living in a culture other than the one you are accustomed to it is difficult to imagine how different life can be in another part of the world. After all, we are all human beings. We share many needs, desires and experiences, but until you step outside your comfort zone you may never understand exactly how acute the differences between two cultures can be. In my experience, one of the facets of Chilean culture that throws into sharp relief the contrasts between it and American culture is the school system. I had the pleasure of spending a great deal of time over the last six months observing at close range the Chilean school system in one of Santiago’s poorer areas. There I encountered a wide array of students, from those who did their work diligently, despite the often less than ideal classroom environment, to those who seemed to be in class perhaps only because they had nowhere else to go or nothing better to do. I examined not only the students but the teachers as well who face classrooms full of students often unwilling to listen or learn armed with the most basic English skills because of a severe lack of training or ability to practice. To say that this experience was easy would be a lie, but to say that it was rewarding, educational and everything I could have hoped for in an internship would be the absolute truth.
My first day as a student teacher at Liceo San Gerónimo was overwhelming, for lack of a better word. Just as I have encountered throughout all of Chile, the students were full of shock an awe to see a tall, blonde woman roaming their campus at ten in the morning. I was looked at with faces that expressed everything from wonder; as if they were looking at a mythical creature they thought was purely fictitious, to outright horror. I was grateful to find the teachers I would be working with and be guided to a classroom. As soon as I entered the classroom erupted in noise even more than it already had. I have never had so many eyes look at me so intently nor have I ever been so sure that every single person in a room was talking about me. The teacher, Vivian, introduced me to the class then had me slowly introduce myself in English. Even though I spoke as slowly and clearly as I could using simple language when I had finished the students all looked at me in disbelief, as though I had just spoken in some alien language they had never heard before. Keep in mind, these children were the oldest in the school, and had theoretically been studying English for eight or nine years. As the class began it became clear what my role would be: a walking dictionary/encyclopedia of everything English and American. Though our program directors had instructed us to speak in nothing but English it was clear to me that if I chose to do that I would be nearly unable to communicate effectively with any of the students.
My second class of the day was a class of children around ages eight or nine. I assumed this would be less challenging than my class with the older students, but I could not have been more mistaken. These children seemed even more captivated by the mysterious gringa than the others. I will never forget the first time I walked into that room to a cacophony of screams. They jumped and ran around, each one coming up to me individually kissing me, tugging at my hands and asking me questions I could barely understand. It was a daily battle to get this particular class to calm down whenever I was scheduled to help. In this class I acted more as a pronunciation robot, parroting phrases back to the children so they could see what they were supposed to sound like. It was clear that they could barely understand me, even at times with the definitions of the words I was saying written behind me on the board in Spanish. This was always the most exhausting part of the day. There was never a moment when every student was in their seat, quietly working. In fact there was never a moment of quiet the entire period.
My last class of the day was a class of older students. I had more or less the same experience with them as I did with the first class of the day, save for one young man who, for lack of a better phrase, fell in love with me the first day I walked into the class. Marcelo consistently sat in the seat closest to me, smiling broadly at me every time I looked in his direction, and constantly asking me questions. They started out innocent enough. “What do you like to do?” “Do you like Chile?” “Do you like soccer?” Always in Spanish, of course. But within a couple days the questions progressed to “Are you married?” and “When you go back to America, will you take me with you?” He asked me these questions earnestly, which while they made me laugh, made me also realize just how fascinating someone from the United States must appear to these students. They can hardly imagine a life where they could be wealthy and fortunate enough to not only life in the United States, but to choose to visit and live in a different country. I do not know for sure, but I imagine that most if not all of my students had never left Santiago, let alone Chile. Their whole world is their neighborhood and their community. For them, North American might as well be another planet.
A professional from the American school system may well be shocked and offended by the lack of respect and enthusiasm that these students have for their teachers and for the subject material. It is easy to look upon them and see a class full of delinquents and future occupiers of county jail cells, but as is the case with students who behave the same way in our own country, it is the system that has failed, not the students. The students are teenagers, adolescents and children; it is not up to them to educate themselves. I doubt that many of the students at this school have parents who have completed a high school education, let alone a college degree. They come from poor homes where getting a job and putting food on the table is much more important than a diploma. The teachers can only do so much. Both women I worked with were wonderful young women with all the motivation and patience in the world, yet their English barely supersedes my Spanish and I would find myself grossly unqualified to teach Spanish in California. The fault does not lie with them, however, the fault lies with the vicious cycle of the educational system in the poorer regions of Chile. The English teachers speak broken English, which they then teach to their students who grow up to be teachers who have no one to practice their English with because so many Chilean adults abandon English as soon as they graduate and so they continue teaching broken English to a classroom full of unwilling and uninterested students.
The students do not lack for curiosity, however, if anything they lack motivation. In the Chilean school system, once you graduate the equivalent of high school it is customary to take a year or so off from school to study for a test. This test, somewhat similar to the SATs, yet not exactly the same, determines which universities you will be allowed to attend. The student takes the test, then their score is reviewed by the Chilean universities and if the score proves satisfactory the student is given a bid to attend the university. If not, the student may take the test again, or may give up and look for a job. Chilean universities do not have the resources that American universities have, and because of this they do not offer many scholarships or grants. This means that generally speaking only the children of wealthier families have the ability to study beyond high school. For the students of Puente Alto, the neighborhood in which Liceo San Gerónimo is located and one of the poorest sectors of Santiago, that even if they spend a year studying for this test, it is still extremely unlikely that they will be able to attend a university because of their lack of disposable income. Again we see a vicious cycle in play and this cycle makes it nearly impossible for the children of poorer communities to ever rise above their situation and escape from poverty.
I say they do not lack for curiosity because everyday I saw the looks in their eyes as I walked in the classroom. I was bombarded every day with questions about my country and my life. I could hear the desire in their voice to free themselves from the cycle of poverty that inundates them and causes despair and lethargy. These students are not unintelligent, as troubled students are often mislabeled. They are clever; I know this because I heard them cracking witty jokes and making each other laugh. They are kind; I know this because I watched them behave in the classroom with more of the dynamics of a family than of classmates. They are resilient; I know this because despite their living situation, despite the fact that they have all the cards stacked against them, they show up for class everyday and even though it takes some cajoling at times they do their work and they learn as best they know how.
I am eternally grateful to the students and teachers of Liceo San Gerónimo for this life-changing opportunity. It has been my ambition to be a high school teacher for a few years now and I have never been more sure that that is the only career for me. I have always had the privilege of receiving an incredible education. I was in private school for most of my elementary and junior high career, and then although I attended public school for high school I was privy to the honors and AP classes full of intelligent, eager students and tremendous teachers. These are the easiest environments to teach in, but that is certainly not where I belong as an instructor. The children who attend schools of that quality are already a step ahead in their life. They were born on second base, while many students in areas like Puente Alto were born without a bat or a glove. I have confidence in my abilities as a teacher and frankly every student deserves a teacher who cares deeply about their students. I know that my experiences with students here in Chile have both prepared and inspired me to work with students in similar situations in my own country. I am hopeful to be come an ESL teacher in the bay area after receiving my teaching credential. Although I may never teach in Chile again (who knows??) I will never forget the phenomenal experience I had here with Ingles Abre Puertas, and I will never stop being thankful for everything this program has given me.