In an increasingly interconnected world, the role of an educator extends far beyond the traditional classroom walls, transforming into a vital bridge for fostering cross-cultural understanding and global citizenship. Two College of Education alumni, participants in the prestigious Fulbright U.S. Student Program, are exemplifying this modern educational mission. Stationed as teaching assistants in Taiwan and Spain, Taj Mack-Pete and Chloe Milkowski are not only imparting English language skills but are also serving as cultural ambassadors, leveraging their training to navigate challenges and create meaningful connections that transcend geographical and cultural boundaries. Their experiences over the past several months highlight a dynamic exchange of ideas and a profound personal and professional evolution, demonstrating the powerful impact of immersive international education.
Bridging Cultures in the Classroom
Taj Mack-Pete in Taiwan A Fusion of Pedagogy and Culture
Stationed in Taipei, Taj Mack-Pete, an alumnus with a master’s degree from a teacher residency program, strategically pursued the Fulbright opportunity as a pivotal step toward earning his English for Speakers of Other Languages (ESOL) certification. He viewed the assignment as a definitive professional challenge, believing that mastering the ability to teach English while thoughtfully incorporating Taiwanese culture would equip him with an invaluable and adaptable pedagogical skill set. This approach aligns with Taiwan’s own emphasis on cultural awareness, a necessity driven by its global interconnectedness. Drawing upon his residency training, which stressed the importance of exposing students to diverse local and global perspectives, Mack-Pete has enriched his curriculum beyond formal grammar. He actively teaches American colloquialisms and cultural nuances, finding common ground by tracing the American hip-hop and rap influences that shaped the K-pop genre so popular among his students, thereby making the learning process both relevant and engaging.
Mack-Pete’s journey has required significant adaptation to a different educational philosophy, as the Taiwanese system he encountered places a greater emphasis on lectures and student self-direction, with less focus on the collaborative group work common in U.S. classrooms. Despite these structural differences, he has successfully introduced a variety of interactive and culturally immersive activities that have been met with enthusiasm. For example, he integrates English practice into sparring sessions with the school’s boxing team and energizes the daily school cleaning period by playing popular American music, such as Rick Astley’s “Never Gonna Give You Up.” The most significant outcome of his efforts has been the remarkable growth in his students’ confidence. Initially, many students who excelled on written English exams were hesitant to speak with a native English speaker, but after several months of his guidance, they have become more open and eager to engage in conversation, demonstrating a tangible shift in their practical language skills.
Chloe Milkowski in Spain Collaboration and Innovation
Serving her Fulbright tenure in Galicia, Spain, elementary education alumna Chloe Milkowski effectively leverages cultural commonalities to build engaging and accessible English lessons for her students. By centering her curriculum on shared holidays and traditions, she creates a familiar foundation upon which to introduce new linguistic concepts. Milkowski employs a diverse array of interactive teaching methods, including gallery walks, charades, and the popular game-based learning platform Kahoot!, to transform language acquisition from a rote exercise into a dynamic and enjoyable experience. She has found the collaborative nature of her work to be particularly rewarding, expressing deep appreciation for the “amazing teachers” with whom she has been paired. This experience has reinforced her conviction that strong communication and partnership among educators are fundamental pillars of student success. Milkowski also noted that the educational infrastructures, particularly concerning technology, were more similar than different between her Spanish school and those in the U.S., with technology being viewed as a valuable classroom resource.
A standout initiative of Milkowski’s time in Spain is the “Reach Around the World” project, a direct and innovative bridge she has built between her students and a classroom in the United States. In a collaboration with Sydnee Jackson, a fellow College of Education alumna teaching at Bethel Elementary School in Simpsonville, South Carolina, Milkowski established a blog to facilitate direct international interaction. This digital platform allows students from both countries to share cultural insights, experiences, and daily life, fostering a genuine sense of global community. Milkowski has shared information about various locations in Spain with the American students, who have reciprocated with details about their own communities. The project is set to expand with the inclusion of a traditional pen pal exchange, further personalizing the connection between the students. This initiative powerfully demonstrates a tangible realization of the Fulbright program’s core mission to promote mutual understanding and goodwill between nations.
Living the Global Experience
Embracing Local Life and Traditions
Beyond the classroom, both alumni have dedicated themselves to a full immersion in their respective host cultures, ensuring their experience is holistic and deeply enriching. Taj Mack-Pete has actively sought out cultural events and explored the diverse landscapes of Taiwan, visiting Nantou, New Taipei, and Yilan. An avid hiker, he frequently explores the island’s mountains with friends, coming to understand why a Portuguese sailor named it “Formosa,” meaning “beautiful,” in 1544. Choosing to remain in Taipei during the winter holidays, he embraced local community activities, such as dressing as Santa Claus to distribute gifts at preschools. He celebrated Christmas with friends by cooking salmon soup and watching a holiday movie, and for New Year’s Eve, he joined the massive celebration to witness the world-renowned fireworks display at the Taipei 101 skyscraper. These activities reflect a genuine commitment to engaging with and appreciating the traditions of his host community, making his year abroad a comprehensive cultural exchange.
Similarly, Chloe Milkowski has spent her time outside of school extensively traveling throughout her host region of Galicia to absorb its rich history and vibrant culture. A particular highlight for her was a visit to the city of Vigo, which is famous for its elaborate and dazzling Christmas lights and festive markets, an experience she savored just before returning home for the holidays. This deep engagement with the local customs and attractions demonstrates a proactive effort to understand the nuances of the region she now calls home. For both scholars, these extracurricular pursuits are not merely tourism but an integral part of their Fulbright experience. By actively participating in local life, they have gained a deeper, more personal understanding of their host countries, an understanding that enriches not only their own lives but also the lessons they bring back to their students, both abroad and in their future classrooms.
A Foundation for Future Impact
The immersive experiences of these educators in Taiwan and Spain have laid a profound foundation for their future careers. By navigating different educational systems, developing culturally responsive teaching strategies, and fostering international friendships, they have acquired a unique global perspective that will undoubtedly inform their pedagogical approaches for years to come. The skills they honed—from adapting curricula to meet the needs of diverse learners to initiating cross-continental student projects—are not just valuable assets for an international context but are also highly relevant to creating inclusive and globally-aware classrooms in the United States. Their journeys underscored the principle that effective teaching is rooted in connection, empathy, and a willingness to learn from others. The confidence gained and the cultural fluency developed during their time abroad have prepared them to be more dynamic, insightful, and impactful educators, capable of inspiring a new generation of students to look beyond their own borders.
