Language & Culture

Language & Culture: American Field Service (AFS) In the U.S.A. Schools FAH CAMPBELL, Ph.D. Assistant Professor SISAKET RAJABHAT UNIVERSITY 2021

CONTENTS Page Preface 1 Unit 1 The Buffalo Girl.................... Unit 2 Why Do They Volunteer....... 11 Unit 3 She is Amazing...................... 16 Unit 4 American Schools.................. 20 Unit 5 The School Day..................... 26 Unit 6 American Teachers................ 31 Unit 7 American Students................. 35 Unit 8 Lining Up............................... 41 Unit 9 School Uniforms.................... 46 Unit 10 Silent Period........................... 52 Unit 11 A Great Lesson...................... 57 Unit 12 Seasons in Maine, USA......... 61 Unit 13 Happy Birthday..................... 81 Unit 14 How Goofy We Are!............. 89 Unit 15 The Person Whom I Never Forget ..................................... 132

Preface Page Unit 16 The American View of Thailand.......................................... 100 Unit 17 From Paddy Fields to Anything is Possible.......................... 111 Answers.............................................. 129 Bibliography....................................... 145 Index................................................... 159 ประวตั ิผเู้ ขียน.............................................. 165

PREFACE Language and Culture covers English competencies for improving learners’ listening, reading, critical thinking, and speaking skills. The purpose of this book is to help undergraduate students learn about American culture and language through the school's system in an American context. This book will be read by learners enrolled in Listening and Speaking for Teachers of English course: Practice English listening and speaking for communication, conduct listening and speaking learning activities in various situations. The first assignment requests learners to read the e-book or listen to an Audio book version, then answer the questions provided by writing down their answers. The second assignment requests learners to discuss the critical thinking questions in pairs or small groups then present their points of view to the class.

This book is designed for improving learners’ English skills through understanding the American school system, American culture and way of life through the author’s experiences as an American Field Service (AFS) volunteer exchange teacher working in the U.S.A. school system for a year. There are 17 units for readers to explore the difference in school systems, views, cultures, beliefs and lifestyles of Americans and their own culture through this book. I believe “Language & Culture” will enhance the learners' ability to be more open minded and well-rounded through understanding widely differing cultures. Assistant Professor Dr. Fah Campbell Sisaket Rajabhat University 2021

1 1. The Buffalo Girl Introduction by Katy Parry Pak is an American Field Service (AFS) exchange teacher from Thailand. While growing up in Thailand, Pak worked as a \"Buffalo Girl,\" caring for her family's water buffalo in their rice fields. Pak said her life dream is to \"Encourage kids to think, to be brave and self-confident, to have a dream of a better life, building their self- esteem, and to know what they want in their life and to take a chance when presented.\"

2 Pak is a vivacious woman from Thailand who is spending this school year teaching at Manchester, Readfield and Winthrop elementary schools in Maine and Woodbury elementary school in Connecticut. It has been my good fortune to meet her and spend two free-wheeling days in her company. Both outings have revealed how genuinely enthusiastic she is about working with young people and cementing relationships between Thailand and her host country, intending to take a bit of American culture back to Thailand.

3 Pak was born in Ban Jan, Rattanaburi, Surin, Thailand. She is the youngest child in a family of 12. Her family, as well as most people in that rural area, are rice farmers. Though they are slowly acquiring modern conveniences, Pak admits that oil lamps provided any light the family knew until she was in the fourth grade. The village where she lives is 12 km. from the nearest high school, but this motivated child thought nothing of bicycling that distance daily to attend classes.

4 Though she was away from home during the day, she was always on hand weekends and holidays to act as a \"Buffalo Girl.\" It was her job to take care of the large beasts, herd them to the local river, wash them, and stand by while they were drinking from the same river. She would ride on the back of these huge but gentle beasts as she brought them back to her farm. Everyone in the village takes part in a way of life that has been maintained for generations.

5 As a youngster, Pak had a dream that she would find a way for kids in her village to get a better education and have a better life. To accomplish this dream, she graduated from Nakhon Ratchasima Teacher College earning a degree in English. Pak then received a master's degree in Teaching English as a Second Language from Silpakon University. After finishing first in her province in the national teachers 'examination, Pak chose to teach at a high school in Nakhon Ratchasima. Somewhere along the way she hosted a visiting teacher from Australia, this inspired Pak

6 to apply for the American Field Service program. She left her homeland, elderly mother, and her husband for a year so that she could further enhance her dream to help the village people. I had a call from Pak one Saturday asking if we might spend the day together so she could ask me about writing a book. I was flattered, of course, and delighted to spend time with this smiling, no-nonsense lady. \"Katy\" she asked as we drove from her host family's house in Readfield. \"Can we stop at the post office? I need to get a mailing package. I have something to send home.\" When she returned to the car, I saw the package she got was far from what I expected it would be. “Pak, what sort of thing are you sending home in that large, synthetic bag?” I asked. \"Oh, I have clothes I know people in my village can use. They have so few things to wear. Everything is needed, and I have some books for my students too. People here are kind and give me things. I can ship it home by boat and feel I am helping even while I am away and not acting as a Buffalo Girl as I did before.\" Then the ever-present big chuckle. This amazing lady can find humor in anything. Right

7 there I resolved to clear my closet of any garment not used the past year. I've encouraged several friends to do the same. What is it like, one wonders, to leave family, husband and everything familiar behind and take up residence in an unfamiliar country for an entire year? According to Pak it has been a unique opportunity to enhance her ability and bring about what she feels is needed to fulfill her dream of a better life for kids in Thailand. Spending hours with Pak makes one realize that this petite dynamo of a woman is very determined. She speaks softly, is unassuming in manner, quick to laugh and enjoy the moment, yet firm in her convictions. When June arrives and the end of school rolls around Pak will board a plane, fly home from New York, over Alaska and Japan, and be welcomed with open arms by her elderly mom, patient husband and a smiling family. She will leave every Maine child whose life she has touched, becoming more accepting of differences among people. In reaching her dream, there is no doubt that Pak has also left a positive impact on host families, teachers at schools where she has

8 spent many hours, and the children who were under her care. The AFS program was established to enable people from different cultures to experience and appreciate the similarities among all people. Pak, who comes from a small village in Thailand, has certainly justified that underlying concept. Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers. Questions 1. What does AFS stand for? 2. What does a buffalo girl do? 3. What schools did Pak teach in? 4. How is Pak characteristic? 5. Where did Pak come from? 6. How far is the high school Pak attended? 7. What did Pak send back to Thailand? 8. What is the AFS establishing?

9 Assignment 2: Critical Thinking & Presentation Definition: Critical thinking involves more than just understanding something. Critical thinking comprises objective evaluation, critiquing and analysis in order to form an opinion. This requires a depth of knowledge that surpasses the subject itself and expands outward, necessitating problem-solving, creativity, rationalization and a refusal to accept things at face value. Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class. 1. Introduction: The Buffalo Girl 1. Why did the author dream of helping Thai kids acquire a better education?

10 2. How are the buffalo girl’s lifestyle, dreams and actions similar to or different from yours? 3. Who was influenced both then and now from the author’s actions as an AFS teacher?

11 2. Why Do They Volunteer? I flew halfway around the world from Thailand, Southeast Asia, to the U.S.A. to work as a volunteer AFS exchange teacher. During my year in the U.S.A., I taught students within elementary schools, middle schools, and high schools in three towns in Main and two towns in Connecticut. Lessons about Thailand and Southeast Asia were conveyed through topics such as the geography, people, history, lifestyle, educational system, religion, places of interest, politics, and culture. I tried to

12 bring my country to life for students in the U.S.A. through Thai cooking, Thai traditional dancing and handcrafts, songs, and games. I helped children in New England schools experience a little bit of Thailand. After school, I joined community activities participating in adult education classes, teaching Thai cooking, dancing, and culture. I also prepared presentations for the AFS program and taught kids in after-school programs. Working without a paycheck isn't too bad as long as you have a host family, get school lunch free, and have access to community services like the swimming pool, sauna, and gym. I found I was not the only volunteer. I was very surprised by how many community volunteers there were in American schools! Some volunteers were very old, even into their 70’s. Others were very busy housewives. Younger people take time off from their jobs to volunteer. Some were in very high positions such as doctors, principals, managers, lawyers and business owners. They volunteer in schools, hospitals, libraries, churches, museums, health care centers, etc. Some volunteer as host families, guides, drivers, liaisons, mentor teachers, or organizers of

13 potluck supper parties, etc. for AFS. All of them are very active, work very hard and also spend much of their private time volunteering out of the goodness of their hearts. I wonder why do they volunteer? Why don't they spend their time watching TV, spending time with their families, shopping or pursuing interests or hobbies as most people do? Dr. Terrence Flanagan, a member of my second host family, told me that if people believe in the goals of organizations, they should help reach them. That’s why he volunteered for AFS. \"I just would like to help people any way I can\" Larry Liebling, one of my mentor teachers said. \"It's fun\" Larry Ralph, my liaison who runs the AFS program in Maine, said. \"We want to learn new cultures, and help them learn ours,\" said Debbie and Mike. I ask myself, “why did I volunteer”? I think it's a kind of challenge, to open up to the world, doing something for my country and doing great things for the world. On the other hand, it's also the best way to learn the English

14 language and American culture in real life! I found that volunteering promotes sharing, having fun, understanding others, opening minds and helping people, which are some of the most important requirements for world peace. Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers. Questions 1. Where did Pak teach? 2. What topics did she teach? 3. How did she bring Thailand to life for Americans? 4. What did she do after school? 5. What advantages did Pak get as a volunteer? 6. What was surprising to her? 7. Where did people volunteer? 8. Why do they volunteer?

15 Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class. Unit 2. Why Do They Volunteer? 1. Do Thai people volunteer in school environments in a similar way to American people? Why/Why not? 2. How do Thai people volunteer differently to American people and why? 3. How could we encourage local communities to participate in school activities through volunteering.

16 3. She is Amazing! When all the AFS teachers from around the world arrived in America we gathered at Post University, Long Island for an orientation. On the final night of our orientation, AFS teachers from several countries participated in a talent show. Everyone looked wonderful and did a good job. Thai teachers performed traditional Thai dancing, they looked so beautiful. I felt really proud.

17 A teacher from Bolivia was dressed in a very colorful costume, the outstanding dress of her country. She looked so extraordinary that teachers from other countries asked to have their picture taken with her. Although she wasn't a pretty lady, she danced, smiled and spoke with everybody. For that night, she was the star! Her outgoing personality was obvious to everyone. She was truly striking and amazing. She did a great job with her performance. That night, I learned from her how important it is to be self - confident.

18 Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers. Questions 1.Where did the orientation take place? 2.On the last night of the orientation, what did they do? 3.What activity did the Thai teachers perform? 4. Who was the star of the night? 5.What was so extraordinary about the Bolivian teacher? 6. Was the Bolivian teacher a pretty lady? 7. How did the Bolivian teacher entertain everyone? 8. What did the author learn from her?

19 Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class. Unit 3. She is Amazing. 1. Why is the lesson from this story so important to the Author? 2. How could you apply the lesson from this story to your daily life? 3. How do people impress or influence others? In this case is that inspiration positive, if so, why?

20 4. American Schools The outside appearance of American schools is quite plain. There are ball fields, a flag pole, parking lot, playground, and a modest sign with the school name. Inside the hallways are decorated with students’ class work and artwork. The classrooms are filled with many things to help students learn. There are maps, computers, books, plenty of materials, and resources to help teachers teach and students learn.

21 Teacher's helpers and parent volunteers assist in many classrooms. There are also specialist reading, math, speech, computer and foreign language instructors, as well as counselors to help children who may be struggling or falling behind other students. If a teacher is sick, has an appointment, attends a conference or has to be out of the school for any reason, the school hires a substitute teacher to teach the children. It's expected that teachers have a lesson plan for a substitute teacher to follow. In Thailand, if a teacher is absent, there is often no substitute teacher to take the class, other teachers from the school will take care of the class. I grew up with a classroom in which there were only desks, chairs, and a teacher with a book. The teacher lectured and wrote on the blackboard with chalk, with about 40-45 students copying it or listening to him without asking questions. If I didn't understand, it was safer to keep my mouth shut. I didn't want to interrupt the teacher to ask stupid questions and have the other kids ignore me, make fun of me or put me down.

22 At the school I went to, we had a great sign with the school's name and a beautiful fence around the school. This really didn't mean anything for me other than an outward focused image. From my perspective, it was symbolic of how we used the budget in our educational system. The focus in American schools on teaching materials and class content has made me aware that my former schools focus was on image more than the teacher and students’ learning experience. Do you know what I mean? We, in Thailand, should refocus our education budgets on the classroom and students' learning rather than on image. What do you think about that? What about your class, in your school? Are there any volunteers or teacher's helpers? Do you have enough resources for your studying or teaching?

23 Does your school have a grand image on the outside but barely enough learning materials and support for the teachers and students inside the classrooms? Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers.

24 Questions 1. What is the outside appearance of American schools? 2. What is the inside appearance of American schools? 3. Other than regular teachers, who else might you find working in American classroom? 4. Why are there are other people to help teachers in American schools? 5. What happens when a teacher is sick or absent from class in American schools? 6. What happens when a teacher is sick or absent from class in Thai schools? 7. How dose the author describes the outside appearance of her school? 8. How does the author see the difference between American and Thai schools’ budgets being used?

25 Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class. Unit 4. American Schools 1. What can we do to make a positive change in what Thai schools focus on? 2. What can we expect Thai schools to change? 3.What needs to occur to enable change? 4. Did/does your school project a grand image but contain limited resources? 5. Why have Thai schools been this way for so long?

26 5. The School Day In the U.S.A., schools begin about 8:00-8.30 a.m. and ends about 2:30-300 p.m.. At high schools, most students stay back after school until 5:00 p.m. to participate in sports or other activities such as drama, debating, and cheerleading. During the school day teachers are not allowed to leave their students unattended. This is because the school is responsible for the safety of all students.

27 Teachers are always with their students except during a break time between school classes, such as recess and lunch. At these times teachers and teachers' helpers take turns watching over the students. Students have about 10 minutes for snacks in the morning and two other recesses during the day. Morning recess is for 15 minutes and the noon recess, lunch, is 30 minutes. Because of this, teachers only have about 30 minutes for lunch. During my year in America, I worked at eight schools and performed presentations of

28 another six schools. At each school I worked anywhere from one week to three months and taught in many classrooms. I found that where there was not only strong leadership from the principal with high expectations of his or her staff, but the teachers also had those same expectations for themselves as well as their students. Schools which were well organized, had well-organized teachers and produced students with good organizational skills too. In school environments with less organization and lower standards, the staff and students were less organized and not as committed to learning. Do you think a more structured school day would improve student learning in Thailand? Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers.

29 Questions 1. What times does school begin and end in the U.S.A.? 2. What do many high school kids do after school in the U.S.A.? 3. Are U.S. teachers allow to leave students unattended? 4. How long is the morning recess? 5. How long is the afternoon recess? 6. At how many schools did the author work? 7. At how many schools did the author perform presentations? 8. Working in U.S. schools, what did the author find? Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class.

30 Unit 5. The School Day 1. Who are the key people in the Thai school system, and what are or should be their responsibilities and obligations? 2. How do we see positive change occurring in Thai schools in the future? 3. How can we play a part in improving Thai pedagogy? 4. Discuss the differences and similarities between a school day in Thai and American schools? Document your findings/thoughts.

31 6. American Teachers What do American teachers call their students? High school teachers call pupils by their first name as well as friend. Elementary school teachers call students by their first name or nickname or by a term of endearment such as; dear, honey, sweetie pie, sweetie, you guys, and so on. This helps the children feel loved and important. How do American teachers start the learning process? Instead of just lecturing, they ask students some questions on the topic, such as;

32 What do you think about...? How do you like...? Who knows about...? What topic would you like to know more about ...? Have you ever felt, met, known...? This approach involves the students in the lesson and encourages learning. It's a more interactive learning environment. What feedback do teachers give to students while they are learning? American teachers typically use phrases like; good job, wonderful, fantastic, so beautiful, so cute, so nice, well done, awesome, so cool, great, wow! you got it, neat, you're done, try more, very close, try again, almost right etc. Students are willing to try new things and try harder when they are encouraged. Teachers do not criticize or embarrass students when they are correcting their work. Individual learning styles are valued and supported. U.S. teachers are constantly giving their students positive feedback. This encourages students to become organized and responsible and this promotes effort.

33 Because of this constant guidance from their teachers, students are smart, neat, respectful, and disciplined. Consequently, they display a desire to learn. Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers. Questions 1. What do American high school teachers call their students? 2. What do American Elementary school teachers call their students? 3. Why do American Elementary school teachers call their students by their nicknames or use terms of endearment? 4. How do teachers begin the learning process? 5. Why do teachers ask several questions? 6. What feedback do teachers give students during the learning process? 7. Do American teachers criticize or embarrass students? 8. What learning styles did they use?

34 Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class. Unit 6. American Teachers 1. In what ways are American Teachers similar to Thai teachers? 2. How are American Teachers different from Thai teachers? 3. After considering similarities and differences in Thai/American teaching approaches, what positive practices of each system could be transferred to the other?

35 7. American Students How do students participate in their learning processes? They raise their hands to ask questions, share ideas or to remind the teacher of something. As they are learning, pupils use phrases such as: I know, I don't know, I forget, I don’t care, I will try it, let me try it, I can do it, I don’t

36 get it, what do you mean, I can't do it, I need help, it is too hard, you don’t know what I want, I know what I want, I will show you, watch me, can I take it home please. I'm so impressed with American students learning styles. They are not shy and they ask for help when they need it. They characterize as individuals who are encouraged to think for themselves, share their ideas, and express their own opinions. Although a lot of kids raise their hand and sometimes the answer is \"I forget\", that’s ok.

37 Nobody laughs about that as the classroom rules and expectations don't allow it. “Nobody is perfect and everyone makes mistakes. We learn from our mistakes.\" Said one pupil. I love this philosophy Now, after teaching and working with American students and teachers, I can say, \"I don't know\" or \"I don't get it and I need help\" in all situations. I wonder why we Thais are not brave enough to say these things? Maybe we're too self- conscious to dare ask others for help or too worried about looking too smart or too dumb. These are issues we need to think about. From my experience, the more I dared to ask for help in America, the more help I received. The more mistakes I made, the more I learned. The stronger I became, the more I gained.

38 Assignment 1: Read the e-book or listen to an Audio book version, then answer the questions provided by writing down your answers. Questions 1. How do American students participate in the classroom? 2. What phrases did American students use in the classroom? 3. Why was the author impressed by American students?

39 4. What are some characteristics of American students? 5. Were students allowed to laugh at other students’ points of view? 6. What philosophy had the author learnt? 7. What did the author want Thai students dare to ask? 8. Why don't Thai students ask others for help? Assignment 2: Critical Thinking & Presentation Directions: Students are to work in pairs or in small groups. After reading the text, discuss the 3 critical questions. Evaluate your discussions and form opinions or judgements, then prepare to present your points of view to the class.

40 Unit 7. American Students 1. In what ways are Thai students similar to American students? 2. How are Thai students different from American students? 3. How could the Thai Education system encourage students to be more independent, resourceful and confident? 4.What do you think would be the positive and negative outcomes for THAI students?

41 8. Lining Up Organizing student behavior is important in the American educational system. Students usually line up to go anywhere in the school, such as to other classrooms, the restrooms, during fire drills, going to recess or lunch and when they get on the bus to go home.

42 They have to do it quietly and nobody can push anybody out of position. It is not acceptable behavior for students to push ahead of others. This makes students respect each other. Students are also taught not to interrupt others while they are talking. This learned sense of order and respect benefits the American culture as a whole.

43 As adults, people who have learned this skill always ask, “Are you in line?\", to make sure that they're not “pushing in” ahead of people waiting at places such as the supermarket cashier, restroom, library, cafeteria, gym or restaurant. Americans use this skill often and still maintain their individuality. Many of my students in Thailand do not have this skill. For example, my students approach me all at once rather than lining up and taking their turn. This makes replying to their individual needs very confusing and may cause disagreements among students.