Fulbright Foreign Language Teaching Assistant (Filipino) Scholars’ Journey in the United States of America

Maico Demi B. Aperocho; Candice Faye Kristen  Lleses; Ryan Roi  Domingo; Gianinna Elaine  Labicane; Ma. Cristina  Consuelo

doi:10.47540/ijqr.v2i3.798

Authors

Maico Demi B. Aperocho University of Mindanao, Davao City, Philippines
Candice Faye Kristen Lleses University of Mindanao, Davao City, Philippines
Ryan Roi Domingo Mariano Marcos State University, Ilocos Norte, Philippines
Gianinna Elaine Labicane Romblon State University, Romblon, Philippines
Ma. Cristina Consuelo Paulba National High School, Albay, Philippines

DOI:

https://doi.org/10.47540/ijqr.v2i3.798

Keywords:

Biographical Study, Foreign Language Teaching Assistant, Fulbright

Abstract

Scholars under the Fulbright Foreign Language Teaching Assistant (FLTA) Program have three important roles: teach the Filipino language and culture, study two courses per semester, and serve as cultural ambassadors of the Philippines in the United States. Exploring the scholars’ journey is important in providing future scholars ideas on rewarding and challenging experiences. This qualitative-biographical study focuses on five scholars’ (2022-2023 cohort) personal embodied experiences and encounters of learning processes. Using reflective writing, introspection, and journal entries as data collection techniques, the researchers accounted for the journey of every scholar. Results show that scholars’ personal embodied experiences include a sense of fulfillment, challenges, and personal and professional growth while their encounters of learning processes are comprised of students’ challenges in learning the language, the presence of negative learning behavior, and appreciation of the language and culture taught. Scholars also see Fulbright as platform for global and cultural involvement and self-growth.

References

African Studies Center-University of Michigan (2020). Meet Omowumi Ogunleye, FLTA for Yoruba. African Studies Center. University of Michigan.

Ancho, I., & Park, S. (2021). Cross-border education: The experiences of Filipino scholars educated in South Korea. Journal of Multidisciplinary in Social Sciences, 17(1), 67-77.

Aperocho, M.D.B. (2016). Lexical and syntactic features of the male and female students argumentative essays. University of Min. Intl. Mult. Res. Journal, 1(1), 213- 226.

Aperocho, M.D., Lleses, C.F.K., Labicane, G.E., Domingo, R.R., & Consuelo, M.C. (2023). From Philippines to the United States: Reflections of Fulbright Foreign Language Teaching Assistants. EPRA International Journal of Research and Development (IJRD), 8(2), 225-233.

Aperocho, M.D.B., & Payot, J.S. (2022). Unveiling the experiences of young ESL educators in an open admission academe. International Journal of Multidisciplinary: Applied Business and Education Research, 3(5), 767-780.

Ates, M. (2019). Being a Fulbright FLTA. Learning to Teach English: A Blog for Pre-Service Teachers of English at Middle East Technical University.

Chu, R.T. (2021). Reflection of a Tsinoy expat: Six wonderful months in PH. Tulay Fortnightly, Chinese-Filipino Digest.

Fulbright Commission (2023). Fulbright Foreign Language Teaching Assistant (FLTA) Program. https://foreign.fulbrightonline.org/ about/ flta-program

Fulbright Philippines (2023). Foreign Language Teaching Assistant (FLTA) Program.

Gleeson, A. (2022). A beginner’s guide to photovoice research. Indeemo.

Indiana University Bloomington (2022). Interview with Nyamgerel Purevjav, Mongolian FLTA. Inner Asian and Uralic National Resource Center.

Joseph, R. (2020). Lessons learned from a Fulbright experience. Journal of Professional Nursing, 36, 372-376.

Kabir, R.A. (2022). Getting into the FLTA program: Story of a Bangladeshi Fulbright scholar. The Financial Express.

Labicane, G.E.M. (2021). Foreign language anxiety experiences of Filipino students across the four macro skills. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 254-264.

Lally, M. (2022). Understanding the experiences of Fulbright visiting scholars-a qualitative systematic review. Educ. Sci., 12(2), 90.

Manila Bulletin (2021). Philippine-American Friendship Day: Ties that bind.

Peker, H., Torlak, M., Toprak-Çelen, E., Eren, G., & Günsan, M. (2020). Language teacher identity construction of foreign language teaching assistants. International Online Journal of Education and Teaching (IOJET), 7(1), 229-246.

Pereira, B.A., Dionisio, C.I.B., & de Sousa, S.C.T. (2020). The Fulbright Foreign Language Teaching Assistant Program (FLTA) and the language policies for teaching Portuguese in the USA. Revista Letras Raras, 9(4), 138-163.

Perreault, G.P., & Dimitrova, D.V. (2022). Demystifying the Fulbright scholarly experience. Journalism & Mass Communication Educator, 77(4), 429-434.

Prasetya, W. (2021). Translanguaging in international student teaching: Narratives of Filipino teachers in an Indonesian setting. Language Circle: Journal of Language and Literature, 15(2).

ProFellow (2018). Sharing the language and culture of the Philippines in Michigan: My Fulbright foreign language teaching assistant experience.

Rocamora, J.A. (2018). Fulbright educ program in Manila cements robust US-PH ties. Philippine News Agency.

Salman, K. (2019). The Fulbright journey: Reflections on a challenging and rewarding experience in Saudi Arabia by a nursing professor. Journal of Professional Nursing, 35, 335-340.

Shea, J. (2022). Through Fulbright, VCU alum applies data science to COVID outbreaks in the Philippines. VCU News.

Ulla, M.B. (2018). English language teaching in Thailand: Filipino teachers’ experiences and perspectives. Issues in Educational Research, 28(4), 1080-1094.

UNESCO (2022). Cultural exchange programs UNESCO Diversity of Cultural Expressions.

Uytico, B.J., & Abadiano, M.N. (2020). Teachers’ tales: In-depth exploration on experiences of millennial Filipino teachers abroad. Journal of Critical Reviews, 7(17), 1952-1960.

Uzum, B. (2017). Uncovering the layers of foreign language teacher socialization: A qualitative study of Fulbright language teaching assistants. Language Teaching Research, 21(2), 241-257.