Experience

What to Expect:

Experience

 

An adventure for you and an advantage for your students, this experience will provide both you and your host community with amazing opportunities.

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Become a Trek-To-Teach-er. Apply for the upcoming session today.

YOUR EXPERIENCE

THE BEST PARTS OF NEPAL (ACCORDING TO PAST TEACHERS):

“I loved working with the children – all of them, no matter how young and boisterous, were eager to learn every day.”

“The entire experience was amazing and unforgettable.I think the best part, however, was that I was allowed to completely take on the Nepali culture and was fully emerged by my host family. Being accepted and considered a member of their community allowed me to change my perspective in life which, of course, I only realized when I had returned back home.”

“I loved being a part of a village of people who didn’t speak the same language as me. Finding my place in Kliu was initially challenging but once I adjusted I had a community of support, love, and wisdom like I have never known before. I learned how little you need to say to get your point across…”

WHAT WE’D LIKE TO ADD (Other Exploration Opportunities):

Near our partner villages are hot springs, gorgeous trekking paths through forests and river valleys and trekking to Annapurna Base Camp and around the Annapurna Circuit. Other, farther adventures within Nepal include journeys to Everest Base Camp, Chitwan National Park, and Kathmandu’s Monkey Temple (Swayambhunath), which you can easily travel to before or after your time teaching.

THEIR EXPERIENCE

In Nepal, English proficiency is a requirement for higher education. Nepali private schools and universities rely on English textbooks, lectures and journals, and because English is the medium of instruction in Nepal for science, engineering, medicine, and technical programs in Nepal, not to mention it being used in tourism, not knowing English in any of those fields is hardly an option.

Even in elementary schools, English is the language used to teach computers, social studies and health classes. While this exposure to the language at an early age might seem helpful, unfortunately, in many Nepali public schools, instructors lack the proficiency in the English language to be able to teach these subjects coherently. Even many Nepali English instructors are not fluent in the language. This, not surprisingly, causes issues in the proficiency and ability of students as they progress in the language. This problem, is cyclical and self-reinforcing — as non-fluent English teachers teach students English, these students then grow to become the instructors in the schools they were taught in, and the language gets diluted with each passing year.

Text books, printed for government schools by the Nepali government itself, are riddled with grammatical errors and awkward phrasing. The School Leaving Certificate (the equivalent of a US GED), features questions like: “It’s been

popular by now,” (SLC Questions, file W-RE-101, page 5) “We can have some good time together,” (SLC Questions, file W-RE-101, page 6) and “Would you get me some way out?” (SLC Questions, file FW-RE-101, page 5). These awkwardly phrased examples, unfortunately, are just the tip of the iceberg, and are examples of what “English fluency” is assumed to be in Nepal.

With this type of understanding of the English language, Nepali people are barred from communicating at a level of proficiency.

This not only presents difficulties for Nepali students attempting to succeed in higher education, but also deepens the language barrier between Nepali people in the hospitalities and tourism industries and travellers visiting Nepal. Because tourism and hospitalities are two of the most major commercial industries in Nepal, being isolated from this source of revenue can be exceptionally difficult.

By providing fluent English speakers in TTT partner schools, we hope to break the cycle of stagnated English education and serve as a support system for local teachers trying to better their English skills. While we know that placing teachers every ten weeks in isolated Himalayan schools will not fix the root of this issue (which runs deeply all the way up through the branches of the Nepali government’s education system) we hope to better understand the barriers Nepali public schools are faced with and be able to provide both education and inspiration to the motivated students who see English being a useful tool for their futures.

FAST FACTS:

You get: The ability to experience home in another culture & the adventure of a lifetime

They get: An inspiring English education from someone fluent in the language.

It’s a win-win.