Tag Archives: English Education

Janet S. Karon in The Philippines

Country of Service: Philippines
Service Type: Elementary School English Teacher
Dates in Service: 1961-1963
Keywords: Community Development, Education, Literacy, Youth

Accession Date: May 7, 2021
Access: no restriction
Collection Size: .01 linear feet

Document Types

  • Photographs
  • Publications

Digital Surrogates

  • Digitized Pan-American airline menu; Honolulu-Manila; January 3, 1962

Phil Fretz in Sierra Leone

Name: Philip Fretz
Country of Service: Sierra Leone
Place of Service: Kenema
Service Type: English teacher
Dates in Service: 1967-1969
Keywords: Education

Accession Date: January 8, 2020
Access: No Restrictions
Collection Size: 85 digital files and 1 volume

Document Types

  • Memoir
  • Photographs
  • Film/Video

Photographing the Firsts: Maureen Carroll in the Philippines

 

Maureen Carroll served in the first group of Peace Corps Volunteers to the Philippines from 1961-1963. Carroll served as an English Teacher in Castilla, Philippines. Carroll previously worked for AT&T, who paid H.A. Figueras of Black Star Photography to come to her town in the Philippines and follow her around for a day to capture every angle of her life there.  The photos show her housing, her transportation, in the classroom, in the market, at church, at the beach, and around town.

 

pcca_carroll_0002

Carroll lived in Castilla with three other PCV roommates in the home pictured above on the left. The home had a tin roof and was raised on poles above the ground. There were three rooms, a sala or living room with a kitchen, a bedroom, and a bathroom.

 

pcca_carroll_0009

Pictured here is the community library Carroll and her roommates fashioned out of the former store attached to their home.

 

pcca_carroll_0003

Carroll and other Volunteers regularly used the local bus which also transported neighbors and their animals. Pictured here, Carroll and another PCV wait for the bus to arrive.

 

pcca_carroll_0004Maureen Carroll lived with three other roommates, Gloria Paulik, Hope Gould, and Anne Wilson. Here, Carroll and her roommates enjoy lunch in their living room.

 

pcca_carroll_0005

Pictured here, Carroll prepares her English lessons for her students. She co-taught with local teachers across multiple classrooms at Milagrosa Elementary School.

 

pcca_carroll_0008

Carroll and her fellow PCVs taught local Filipino students both English and Science.

 

pcca_carroll_0010

Peace Corps Volunteers in the Philippines purchased provisions from the local businesses. Carroll purchased rice from the market and canned corned beef, candles, soap, salt, and other small sundries from the sari-sari stores.

 

pcca_carroll_0012

Like other PCVs, Carroll’s connection to family and friends back in the United States came in the form of mail. Pictured here, Carroll checks with the local mailman for her letters.

 

For more information on Maureen Carroll’s service, read her article “Not For Girls like You: A Jersey Girl’s Journey,” in Answering Kennedy’s Call: Pioneering the Peace Corps in the Philippines.

 

For more information, please visit the Peace Corps Community Archive website. To use the collections or make a donation, please contact the AU Archives at archives [at] american.edu.

Timing their Training: Scheduling Peace Corps Volunteers’ Training

Before leaving for a foreign country, Peace Corps Volunteers in the 1960s were required to complete intensive training to help prepare them for their experiences abroad. This training occurred at universities all over the United States. They learned a variety of tasks ranging from agriculture and livestock care to language studies. Each PCVs’ training varied by where they attended training, their service type, and other factors.

Peace Corps Volunteers all received informational packets on their training, much like this one from Karen Keefer who trained at Columbia University for her service in education in Nigeria.

Peace Corps Volunteers all received informational packets on their training, much like this one from Karen Keefer who trained at Columbia University for her service in education in Nigeria.

 

One of the earlier PCVs is Thomas Hebert, who trained at University of California, Los Angeles in June of 1962. Hebert served in Nigeria from 1962 to 1964 educating youth and managing the University of Ibadan’s Shakespeare Traveling Theatre program. Hebert spent a total of 419 hours training for his service in Africa. The bulk of his training program was an orientation on Africa and Nigeria, totaling 92 hours, where he learned how to effectively communicate and understand the culture he would be serving in. Interestingly enough, Hebert also had a total of 81 hours of training in American Civilization and Institutions, which would “[enable] the volunteers to see political events more perceptively, to view the interchange of political interests more realistically, and to articulate democratic values more convincingly,” according to the training informational packet.

Hebert also spent 60 hours learning educational practices for Nigeria, in order to understand how to effectively reach his students abroad. He also had 55 hours of training in the languages of Hausa, Ibo, and Yoruba, the three major indigenous languages of Nigeria. In addition to his practical training, Hebert also spent 43 hours on health training and 56 hours in physical education. The Peace Corps emphasized the importance of each PCV’s health during their service. Lastly, he also spent 32 hours on “Special Features,” which ranged from lectures to documentaries.

Winifred Boge attended training at University of California, Davis from February to May 1965. The program totaled 720 hours of work over a 12-week period, resulting in an average of 60 hours per week. Boge served on the Health Nutrition Project in India, but her training also covered a variety of topics to assist with her transition into life in a different country.

 

As part of her training at UC Davis, Winifred Boge learned agricultural techniques.

As part of her training at UC Davis, Winifred Boge learned agricultural techniques.

 

For Boge, the most time was spent on language training, with a total of 300 hours on learning Telugu. Next, she focused on technical studies on health and nutrition, for a total of 200 hours. Following this, she also learned area studies and world affairs for 105 hours in order to understand the history and culture of her place of service. Also required for training was physical education as well as health and hygiene to ensure the health of every PCV.

One of the more interesting areas of study is the topic of Communism for 15 hours total. While each area of study in the information packet includes a description and list of teachers, Communism lacks this information. Even though the Red Scare of the 1950s had passed, the Peace Corps probably wanted to prepare their PCVs for different types of government in the world.

 

Many Volunteers enjoyed their training because it gave them a chance to get to know fellow PCVs. Pictured here by Boge, PCVs interact during their training at UC Davis.

Many Volunteers enjoyed their training because it gave them a chance to get to know fellow PCVs. Pictured here by Boge, PCVs interact during their training at UC Davis.

 

Peggy Gleeson Wyllie trained at Brooklyn College from 1963-1964 for her time as a nurse in Colombia. She spent most of her time–a total of 360 hours–in intensive language studies in Spanish. Not surprisingly, the second highest element of training at 106 hours was technical studies, along with 30 hours of health education. Technical studies included techniques in Nursing as well as the prevention and treatment of diseases found in Colombia. Wyllie also spent 72 hours learning the history and culture of Colombia, as well as 60 hours studying American studies, world affairs, and Communism. Like Boge, Wyllie learned “critical appraisal of the developing concepts and organizational challenges of the Communist world.” Lastly, she attended classes in physical training for 72 hours and a general “Peace Corps Orientation” for 20 hours.

 

After completion of their training, many PCVs received a certificate like this one. Steve Bossi completed his training in conducting Science Workshops in India from University of Wisconsin, Milwaukee.

After completion of their training, many PCVs received a certificate like this one. Steve Bossi completed his training in conducting Science Workshops in India from University of Wisconsin, Milwaukee.

 

Each training session, no matter how different in terms of location of training, location of service, or service type, served to best prepare each PCV for the challenges and successes they experienced during their service. Training takes into account the culture and society each PCV is entering in order to provide guidance for the most effective approaches to help both the Volunteer and community alike.  

Sharon Keld in Morocco

Country of Service: Morocco
Service Type: Community Development
Dates in Service: 2006 – 2008
Keywords: Language

Accession Date: March 30, 2016
Access: No restrictions
Collection Size: 0.5 linear feet

Document Types

  • Notebooks containing language lessons and practice, training notes, and meeting and work related notes.
  • Dictionary (2v)
  • Training materials
  • Photograph

 

Albert Briggs and Anne Briggs in Malaysia

Albert Briggs
Anne Briggs

Country of Service: Malaysia
Place of Service: Penang
Service Type: Education
Dates in Service: 1964-1966
Keywords: Library, Mathematics, Penang

Accession Date: January 7, 2016
Access: No restrictions
Collection Size: 0.25 linear feet

Document Types

  • Photographs
  • Letters
  • Programs
  • Publications

Susan Shepler in Sierra Leone

Susan Shepler

Country of Service: Sierra Leone
Place of Service: Gbendembu
Service Type: Education
Dates in Service: 1987-1989
Keywords: Gbendembu

Accession Date: October 7, 2015
Access: No restrictions
Collection Size: 0.5 linear feet

Document Types

  • Language learning notes and language manual
  • Peace Corps Sierra Leone newsletter, De News De
  • Swearing in Ceremony Program
  • Volunteers Guide to Freetown
  • Sample exams
  • Gbendembu Secondary School staff list, letterhead and program

Interview with Returned Peace Corps Volunteer Karen (Thode) DeAntoni

Last week, the Peace Corps Community Archive featured an interview with Robert Meade, a RPCV who served in Paraguay. This week we asked RPCV Karen (Thode) DeAntoni about her expereinces in Turkey. While serving in Turkey Karen met her future husband, Ed DeAntoni. Last year, we featured a post about their engagement and marriage in Turkey. Both Karen and Ed DeAntoni’s Peace Corps materials are located in the Peace Corps Community Archive.

Karen DeAntoni's Turkey IV biographical sketches booklet photograph. PCCA

Karen (Thode) DeAntoni’s Turkey IV biographical sketches booklet photograph. PCCA.

Q: What inspired you to enter the Peace Corps?

A: I had been considering joining the PC. I was just beginning my third year of teaching 9th grade English and French…and feeling restless. Then President Kennedy was assassinated, and that did it. I was so eager to do something more “worthwhile” than just teaching in a suburban school. I ordered forms immediately and by spring of 1964, I had been accepted. I requested Turkey and got my first choice.

Q: What surprised you most about your first few weeks outside the United States?

A: We had already had a month of training in Putney, VT, with the last 2 months to be in Istanbul. So I had had the culture and language training, pretty much 24/7 and “de-selection” had occurred. I knew what to expect. I think the food was the hardest part in those early weeks. I was shocked to go to breakfast at Robert College and have tea, plain yogurt, black olives, and bread waiting to start the day. I don’t think I had ever eaten lamb or eggplant or a lot of (olive) oil in my food. I had real trouble eating the early meals. (I was born/raised in South Dakota and hadn’t ventured into foreign foods.)

Karen (Thode) DeAntoni and Helen Evans in Istanbul, 1964, PCCA.

Karen (Thode) DeAntoni and Helen Evans in Istanbul, 1964, PCCA.

Q: What projects did you work on during your Peace Corps service and what challenges did you face during their completion?

A: I was assigned to teach English at Middle East Technical University, then an English-language university outside of Ankara. I was initially very disappointed because I had expected a “hardship site.” Because I had taught school before joining the PC, somehow they thought I was better equipped to teach these young (mostly) men than my peers who were fresh out of college. These METU students were not proficient in English. Most of my work was getting their grammar and written essays up to par, so they could perform better in their engineering classes. My students came from all over the Middle East–Jordan, Syria, Lebanon, and of course, Turkey.

In the end, it was a great assignment. I loved teaching those kids and working with fellow Turkish teachers (all women) who were fluent in English, had spent time in the US or Britain, and accepted me as one of them. They also admired me because I lived “on the economy” and countered the “ugly American” stereotype. My roommate had a similar assignment at a medical school. Our apartment became a haven for volunteers in the field who needed some time in a city, an American toilet, a real shower, and some home-cooked food (Helen and I had mastered the market/shopping/ cooking routine by then). This was a good news/bad news experience. Turkish culture at that time believed if a single man and woman were in an apartment without a chaperone, they must be romantically involved. Helen and I promised our landlord that nothing of the sort ever went on (it didn’t), but I’m not sure he believed us. Our neighbors for sure did not.

There were two major challenges at work: First, the anti-American mood hit Turkey in the summer of 1965. I was traveling in Greece with friends (including my Volunteer husband-to-be) and helping with another PC training program in Istanbul during the 3 months. When I returned to METU, I was shocked at the militancy of my former students. The main issue was, of course, Vietnam, and I had really no explanation for why the US continued its deep involvement. It was not easy to defend. When back in the States, I would become heavily involved in the anti-war movement. It was easy to see the worldwide effect of U.S. foreign policy.

Secondly, the Turkish head of the English Dept. at METU was an extremely difficult man. He had been educated at Oxford and had an annoying air of arrogance about him. He was all about meetings where he pretended to listen to input from the teachers (both PCV’s and Turks), but then did things his own way. I don’t believe he had ever taught in a classroom and was completely ignorant of what planning went on, what needed changing, what we needed from the budget, etc. He was dismissive of Peace Corps teachers. It was even more distressful because the Turkish natives in the Dept. completely agreed with us. They were embarrassed at how we were treated, but could do nothing about it because their jobs were in jeopardy.  I became engaged to my current PC husband and we were married in January, 1966. My Turkish friends helped arrange our wedding (in the Italian Embassy chapel) and hosted our reception at a local “tennis club.” They were wonderful, and we remained friends via letters for several years!

Karen (Thode) DeAntoni, June 1965, Middle East Technical University, Ankara, Turkey. PCCA.

Karen (Thode) DeAntoni, June 1965, Middle East Technical University, Ankara, Turkey. PCCA.

Q: How has your Peace Corps service influenced you in your post-Peace Corps work?

A: I went on to continue teaching English for a total of 34 years.  My experiences in Turkey were never far from my duty at hand. I learned how to TEACH writing (something no college prepares prospective teachers how to do). I also learned how to run a department, how to listen, how to guide, and how to help my colleagues and interns evaluate and construct curriculum. I also coached a girls’ dance line, girls’ tennis, and cross country. Clearly, teaching–in the broadest sense of the word–was in my blood. I loved it.

Karen (Thode) DeAntoni with freinds' children, Turkey, Christmas 1964, PCCA.

Karen (Thode) DeAntoni with friends’ children, Turkey, Christmas 1964, PCCA.

Q: What advice would you give current and future Peace Corps volunteers?

A: Absorb all you can from your host country! Be patient. Laugh a lot. Try not to let negative experiences color your total experience. Master the language, if you can. If you can’t, do your best to become a part of your country and its inhabitants. If you don’t “love” them, let them love you. Don’t let your American ways be the only ways to do things. Defend what you believe about America. Don’t be afraid to agree with SOME criticisms of American foreign policy, including the military and its presence, if there is one. Stay “grounded”; make close friends with other PCV’s, for support, but don’t behave foolishly. It could come back to haunt you. And remember: this could be the most significant experience of your life!

That’s about it. I want to say that Ed and I still have a deep love for Turkey. We have been back twice, once to take our son and his wife so they could see why we loved it. We continue to cook Turkish food, use Turkish expressions in our daily conversations, and read anything we can about what is going on there. Our being wedded there and sharing the experience have been a great boon to our marriage (Note: we are coming up on our 50th wedding anniversary! We would love to celebrate it there, but January weather and expenses will keep us here with our sons, their wives, and grandchildren.)

And finally…the mailman just delivered a letter from a former student from 25 years ago who wants to reconnect. (Of course, I will!) And thanks me for being such “a wonderful teacher of life and literature.”

You can’t beat that for continual rewards…