🍂 Thanksgiving 2024: Celebrating Differences, Finding Common Ground”

 “Personal stories as cultures meet at Thanksgiving”

Being a Host: More than Just a Program

This year, as a graduate student at Purdue University, I had the privilege of experiencing the deeper meaning of Thanksgiving through the Host-A-Boiler program. Together with my husband, Joe, who was celebrating Thanksgiving for the first time, we experienced two memorable celebrations on the same day.

An Unforgettable Morning in the Beck Family

The Beck family - Ben, Nettie, Michaela, and Breanna - opened the doors of their home to about 30 international students. Their home became a melting pot of cultures: Jonathan Marts from Colorado and Laura from Indianapolis, Eduardo and Juan from Mexico, Monica and Sophia from Colombia, Edward Lee from South Korea, Abhijit from Bangladesh, and Siva, Angkon, Shahity, Priya, and Pretty from India. Not to mention friends from Iran and Ukraine who added to the colorful diversity, what was heartwarming was the Beck family's detailed attention to each guest's dietary needs. Each dish was clearly labeled with its ingredients - something I rarely see in Indonesia. It's not just about Halal-non-Halal, but also considering lactose intolerance and other dietary restrictions.  A valuable lesson on inclusivity in togetherness. Mrs. Nettie and Mr. Ben shared interesting stories about their trip to Indonesia, exploring remote islands in Sumatra, Medan, and other small towns. I couldn't help but smile when Mrs Nettie mentioned dumplings as her favorite food from Indonesia.

A Warm Evening with the Indonesian Community

Later that evening, the mood changed when we attended the second celebration at Ka Pam and Ka David's house; our Indonesian #FriendFamily Here, American Thanksgiving blended perfectly with the warmth of an Indonesian get-together. Their home was filled with the warmth of extended family: Daniel and Sasa, Ka Diana, Ka Rizki with Rafa, Ka Fany and Ka Aldi with Chaca, Ka Laily and Ka Herman, Ka Hilda, Ka Aji with Nasaka and Astra, Ka Adit, Ka Dayat, and Ka Filza who came all the way from Champaign. The tantalizing aroma of Indonesian food filled the room - steaming meatballs, fragrant chicken noodles, crispy fried tempeh, still-warm siomay, and mouth-watering roast duck and chicken. All of this harmoniously coexisted with the family's Korean dishes that also enlivened the celebration. The atmosphere was alive with the giggles of children playing, karaoke tunes playing, and chatter flowing until 9pm - creating a very special Thanksgiving night with an Indonesian twist.

Reflections of Two Worlds

The experience of celebrating Thanksgiving in two different places in one day gave us a unique perspective on how a tradition can be adapted and enriched by different cultures. At the Beck family home, we experienced Thanksgiving in its most traditional American form, while at Ka Pam's home, we saw how this tradition can blend harmoniously with Indonesian culture. From these, I still vividly remember how I first learned the true meaning of Thanksgiving. It's not just about roasted turkey or festive parades, but a moment that teaches us about the deep values of life.

Inspiring History

Imagine traveling back in time to 1621. A group of Pilgrims struggling in a foreign land, meet with the unexpected kindness of the Wampanoag tribe. This story has always warmed my heart - how two disparate groups can come together in gratitude and sharing.This year, as a graduate student at Purdue University, I had the privilege of experiencing the deeper meaning of Thanksgiving through the Host-A-Boiler program. This 10-year-old program connects international students with local families, creating a meaningful cultural bridge.

Warmth in the midst of diversity

On a campus that is home to nearly 10,000 international students, Thanksgiving is a special moment to feel the warmth of family in the midst of diversity. Purdue Dining & Culinary even prepared a special feast with 5,200 pounds of turkey, 2,150 pounds of ham, and 1,200 pies to celebrate this moment.

A Unifying Tradition

The Host-A-Boiler program opened my eyes to how a tradition can be a unifying bridge. The hosts not only opened the doors of their homes, but also opened their hearts to share their culture and family warmth.

The Meaning Behind the Celebration

Thanksgiving taught us; Joe and I that beyond the differences in culture, ethnicity, and nation, there are universal values that unite:

- Gratitude for the blessings of life

- The importance of togetherness and sharing

- Appreciating diversity as wealth

Personal Reflection

Amidst the hustle and bustle of campus life, Thanksgiving serves as a reminder for me to pause. Seeing how many blessings I have received, including the opportunity to study in a foreign country and meet friends from all over the world.

Family and Togetherness

This year, Purdue's Thanksgiving tradition was made even more special with the International Education Week activities held from November 17-22, 2024.  This moment is proof that education is not just about books and classes, but also about understanding and appreciating differences. Perhaps this is what makes Thanksgiving relevant even after 400 years - its ability to bring people of different backgrounds around a table, sharing stories and gratitude. In an era that often feels divided, we need more moments like this. I thankful for my health, my life, my study, my husband, my family and this blessing opportunity to meet all good people here. So, what are you thankful for this year? 

Let's make every Thanksgiving a reminder that in this challenging life, there are always reasons to be grateful and share. 

🦃✨#ThanksgivingAtPurdue#InternationalStudent#GratitudeJourney#CulturalDiversiy #LifeReflections

"Traditional Wisdom in Classrooms"

 

"Traditional Wisdom in Classrooms"

Maria Regina Jaga

    This is my first semester at Purdue University. the courses that I took in this semester, made me have a wonder and excitement  to explore a topic that I plan to examines how traditional proverbs can be integrated into Digital literacy in classroom, it will be focusing on the Perspective and Practice of the Indonesian Pre-service teachers for young learners. I have aim to understand about how these group of people view and imply the traditional proverbs in teaching children s in today's Digital Era.  Based  on my own experience having and experiencing Indonesia's education system, I hope this study would be an opportunity to highlight how proverbs can be successfully blended with modern teaching approaches and strategies.  The research will look at the challenges and opportunities preschool teachers face when bringing these traditions into their classrooms. Ultimately, I hope this study sheds light on how traditional proverbs are used to teach digital literacy to young learners. By doing so, it will offer insights into teachers’ approaches and emphasize the ongoing importance of cultural heritage in contemporary education.

These are two articles that I chosed to support my research interest which are;

1. Hatipoğlu, Ç., & Daşkın, N. C. (2024). A proverb in need is a proverb indeed: Proverbs, textbooks and communicative language ability. Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.

Research Overview

    This study focused on the Proverbs’ incorporated in EFL textbooks and students’ improvement on communication skills potentially increased by the usage of Proverbs. This study had 127 pre-service teachers from the first and fourth years in Turkey,  as the sample and then analyse fifteen widely usage range on ELT textbooks. 

Methodology and Framework

    This research follows Bachman's (BMCC) Model of Communicative Competence. Competence in both structural areas (such as text and grammar) and functional areas (such as idioms and social language) are emphasised in this paradigm. Scientists employed content analysis techniques and a specialised analysis form to examine the coursebooks' usage of proverbs.

Key Findings

Educational Context

    The study gives us important new information about the EFL situation in Turkey. Most students don't hear much English outside of school; in fact, 68% said that coursebooks were the only thing that helped them learn proverbs. Most of them don't connect with native English speakers or real English material very often, unless it's entertainment media.

Coursebook Analysis

    The examination The coursebooks were looked at, and the results were not good. There were a total of 136 proverbs in all the books, with an average of 10.5 proverbs per book. There were big differences in the spread, with some books having no proverbs at all. The high type-token ratio (0.91) means that proverbs aren't recycled very often, which limits students' chances to learn.

Pedagogical Implications

    The study shows that there is a big gap between how important proverbs are for improving communication skills and how little they are used in training materials. This deficiency in use may impede children's acquisition of standard, culturally appropriate linguistic competencies. 

Significance of Research

    This study provides valuable insights for developing ELT materials and classroom instruction. It emphasises the necessity of using more intentional proverbs in educational resources to enhance all facets of language proficiency in EFL contexts.

    By means of a thorough approach involving a sizable sample size of 127 pre-service teachers and methodical examination of 15 widely used ELT coursebooks, the study shows great dependability. Using a well-known theoretical framework (Bachman's Model of Communicative Competence) and many data collecting techniques—including content analysis and questionnaires—the study makes Using different proverb dictionaries and standardised analytic forms as reference tools strengthens the legitimacy of the study. But the geographical restriction to the Turkish context begs issues regarding the general relevance of results to other EFL environments. One might wonder about the chronological relevance of the research as the value of the examined coursebooks is not expressed clearly. Including student performance data to support the effect of proverb education on language learning would have boosted the research. Although the Turkish setting justifies the emphasis on coursebooks, it may not give a whole view of how proverbs are taught in contemporary language schools. Examining how technology and other resources affect proverb learning in modern environments might help the research. The implementation gap of the study raises issues about pragmatic suggestions for educators to more use proverbs into their lessons. Using automatic text analysis methods to augment the hand content analysis would have improved the approach. Including similar data from different EFL situations would enable the research to be more comprehensive and support its findings. Including longitudinal data to track the effectiveness of proverb instruction over time would assist to underline the reliability of the research.

    The study says that there is still a lot to learn about how to use traditional elements of language  like proverbs in language learning, especially in digital settings. It would be good to find out what Indonesian preschool teachers think about teaching digital literacy along with traditional proverbs. The way the research examines instructional tools and teacher points of view provides a useful structure for my own work. Given most studies focus on older pupils, my focus on preschool settings plugs a major research gap. In the Indonesian context, the confluence of digital literacy instruction with traditional cultural features is quite significant. The study emphasises the need of safeguarding cultural knowledge while adopting contemporary approaches of instruction. My research might offer insightful analysis of how educators modify classic materials for digital media. The focus on teacher points of view fits the direction of present educational studies. The emphasis on preschool-specific implementation techniques fills in an obvious void in the body of current research. My studies could provide useful rules for preserving cultural authenticity in digital distribution channels.

2. Marliana, A., Anshari, A., & Amir, J. (2024). Meaning of Local Language Expression of Pasang Ri Kajang and Its Implication for Language Teaching. Universitas Negeri Makassar, Indonesia.

    The study investigates the meaning and implications of local language expressions in Pasang Ri Kajang, a collection of ancestral mandates that guides the Ammatoa community in South Sulawesi, Indonesia. The research employed a qualitative approach using hermeneutic studies, collecting data through observation, interviews, recordings and documentation from July to September 2019. The majority of the  original data sources was gathered from the local community leaders and common stakeholders who are the people who protect this proverbs. This study found several forms of proverbs that express societal standards, including traditional proverbs, thimbles and slogans. Based on the study, these traditional utterances are full of rich literary aspects such as ideas, experiences, emotions, thoughts, and beliefs that carried a pivotal impact on community belongings. The proverbs serve as comprehensive guidelines for social, religious, cultural and environmental aspects of community life. These traditional expressions are primarily passed down orally from generation to generation, preserving cultural wisdom through storytelling and teaching. The proverbs contain moral messages and noble values that continue to guide social behavior in the Ammatoa community. The study shows that while encouraging language acquisition, traditional proverbs efficiently help to educate many cultures and languages. According to the study, modern schools should use the teaching of proverbs as a means of incorporating classic ideas into current curricula.The findings amply show the need of using native languages and local knowledge in language education as well as the need of safeguarding cultural legacy by means of educational activities. 

    The study offers important new perspectives on the teaching of modern languages and the function of classic proverbs in safeguarding cultural legacy.  Between July and September 2019, the research used a systematic qualitative hermeneutic approach, combining observations, interviews, recordings, and documentation to ensure reliable results. Its credibility is reinforced by firsthand accounts from community leaders and traditional stakeholders who play an active role in preserving Pasang Ri Kajang traditions. That said, the research could have been even stronger with more examples of these proverbs included in Ammatoa education. It also opens up interesting questions about how to teach old idioms in a way that keeps their cultural roots intact. Another avenue worth exploring is how younger generations are finding ways to use these proverbs in today’s digital world.

    The study shows that proverbs are useful teaching tools that can help language learners improve both their organisational and social skills. The studies show that proverbs hold cultural knowledge and ideals that can be used in modern schools in a way that respects cultural heritage The study reveals that proverbs must be presented properly, which is crucial to digital lesson planning. The results suggest instructors require training and tools to incorporate traditional proverbs in classrooms. The studies particularly focus on how proverbs can help young people learn natural, regionally suitable language. The study shows that using proverbs in the right way can help students improve both their language and cultural skills. Our findings recommend incorporating proverbs into current teaching methods. Studies show that proverbs may link old and new information. The research focusses preserving historic traditions while adapting them to current teaching approaches. Proverbs in the classroom assist kids understand language and culture. Researchers concluded that teaching a language using both old and modern methods works best. The study reveals how to incorporate traditional culture into modern classrooms without affecting their culture.

    The first study discusses how proverbs in English Language Teaching (ELT) coursebooks enhance communicative competence, while the second examines local language expressions in Pasang Ri Kajang, a collection of ancestral commandments. Both studies emphasise proverbs' cultural significance, although one examines language education in EFL contexts and the other cultural preservation in traditional Indonesian communities.

    The Pasang Ri Kajang research reveals how proverbs advise on social, religious, cultural, and environmental issues. However, the ELT study shows how proverbs improve language learning organisation and pragmatics. Research methodologies also vary greatly. The Pasang Ri Kajang research employs qualitative hermeneutic analysis with community stakeholders, whereas the ELT study analyses coursebooks and surveys pre-service instructors. The Pasang Ri Kajang research emphasises oral transmission of cultural wisdom through proverbs, while the ELT study employs textbooks. The Pasang Ri Kajang study emphasises the necessity to include traditional phrases into modern education, whereas the ELT study highlights the lack of proverbs in language teaching resources. For instance, the Pasang Ri Kajang research includes sayings, thimbles, and slogans, whereas the ELT study has just 136 proverbs throughout 15 coursebooks, unevenly distributed. Both studies emphasise the significance of conveying proverbs properly, whether through Pasang Ri Kajang oral traditions and cultural context or planned ELT training. Despite their diverse approaches, both respect proverbs in teaching. Pasang Ri Kajang emphasises cultural preservation, whereas ELT develops language skills. They show how proverbs, in many forms, may enrich culture and education.

References

    Hatipoğlu, Ç., & Daşkın, N. C. (2024). A proverb in need is a proverb indeed: Proverbs, textbooks and communicative language ability. Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.

    Marliana, A., Anshari, A., & Amir, J. (2024). Meaning of Local Language Expression of Pasang Ri Kajang and Its Implication for Language Teaching. Universitas Negeri Makassar, Indonesia.

(Blog Post 5)

Echoes of the Past: From Classroom to Campfire at the Feast of the Hunters' Moon

I never dreamed, as an international student, that my academic path would bring me back in time to the Feast of the Hunters' Moon on October 6, 2024. Held in Fort Ouiatenon close to West Lafayette, Indiana, this extraordinary event provided an immersive journey into American history in the 18th century that no textbook could ever match.

The sights, sounds, and fragrances in the instant I arrived with my husband Joe and our friend Marina took us to another age. The sound of a blacksmith's anvil, the far-off splash of canoe paddles on the Wabash River, and the piercing snap of muzzle-loaders produced an alien and exciting audio scene.

Finding that this event, which today attracts thousands, started modest in the 1950s as a tiny gathering of the Tippecanoe County Historical Association captivated me. Celebrating its 57th year in 2024, it is incredible how it has evolved into this huge two-day celebration.

The TCHA Storytelling Booth made for one of the highlights of our day. The stories of French immigrants and Native Americans, their relationships, and the rich tapestry of civilisations that moulded this area attracted me as a passionate history student. I couldn't help but laugh at some of the funny tales the storytellers related about living in the 18th century; they brought history to life in a way that connected me to the past.

Marina and I agreed to try cross-cut sawing. I couldn't resist kidding, "I hope this counts towards our physical education credits!" as we positioned ourselves on each end of the long, toothed blade. The event helped me to value the physical work of the past. We then headed to the range for axe throwing. Though not a youngster, I felt compelled to attempt it. Quipped, "I think I'll stick to PowerPoint presentations for my future demonstrations!" as I flung the axe at the target. The laughing that followed added to make the encounter unforgettable.

My effort at running a loom at the Wabash Weavers Guild produced an unpleasant incident when I unintentionally knocked over a tool. The compassionate weaver comforted me as I laughed at my clumsiness, telling us that acquiring historical skills calls for patience and practice — a lesson every student of history should take great note.

The food was a joyful investigation of eighteenth-century gastronomy. Jokingly calling the fried bread and herbal pork chops my new "study fuel," I savoured every morsel.

Going to Scoundrel's Alley was among the most exciting events. Standing with my feet caught in the stocks, I pondered, "Well, this is one way to ensure I don't miss my next history lecture!"

The experience gained levels of realism via interacting with members of the Myaamiaki and Anishinaaba Kwe tribes and observing the SYW British Army/Artillery performance. It was a potent reminder of the several civilisations that moulded this country.

I started thinking about the complexity of living in the 18th century as we toured the military camps and voyageur camp. I could not overlook the difficulties they encountered even if the simplicity appealed to me. It made me appreciate our contemporary conveniences as well as the tenacity of people who preceded us.

I came to see as the day came to an end that the Feast of the Hunters' Moon had bestowed upon me more than just a leisurely stroll. It had given me a real link to the past, therefore improving my knowledge of American history in ways I never would have imagined. The development of the event from a little gathering to this great celebration reflected the expansion of the country itself, therefore highlighting the strength of community and shared history.

Weary but excited, I turned to Joe and Marina as we returned to our bus departure and remarked, "Same time next year? I ought to work on my axe-throwing technique! We chuckled and immediately looked forward to next historical excursion. In conclusion, as I walked through the vibrant scenes of the Feast of the Hunters' Moon, I was surrounded by thousands of emotions and experiences that filled the air. Each moment was captured in photographs, yet I knew that while those images might fade over time, the memories would remain forever etched in my heart. The stories shared, the laughter exchanged, and the rich tapestry of culture and history experienced will continue to resonate within me long after the event has ended.

http://feastofthehuntersmoon.org

https://tippecanoehistory.org/the-feast/

Captivate and Convince your Audience

Mastering Presentations: What I Learned from the Workshop "Captivate and Convince your audience"

    Recently, I attended a-two-day workshop (09/24/2024 and 09/26/2024) that was a game-changer in how I approach presentations. The workshop title is “Captivate and Convince your Audience” Whether it’s a small group or a large audience, delivering a compelling and organized presentation is crucial to success, and this workshop provided invaluable insights. Here’s a breakdown of the key takeaways, practical steps, and tips for preparing and delivering presentations that captivate and inform.

    The first thing I learned was "the importance of knowing your audience". Before even creating a slide, it’s essential to research who you’re presenting to. What are their interests? What do they know about the topic? This helps tailor your message in a way that resonates. For example, if you're addressing a technical audience, go deep into data and logic. For a more general audience, simplify your terms and use analogies. The workshop emphasized researching audience backgrounds and using tools like company profiles to gauge their interests.

    Another critical takeaway was the "structure of a presentation". The workshop broke down an effective presentation into three parts: the introduction, body, and conclusion. Start strong by grabbing attention—whether with a question, a story, or an intriguing fact. The body should flow logically with well-researched data, while the conclusion should reiterate your key points and call the audience to action

      Remember, visuals should enhance your message, not overload it—so keep slides clean and simple.

"Engaging your audience" is another secret to a successful presentation. I learned that asking thought-provoking questions, telling relatable stories, and even using short videos can keep the audience hooked. One great tip was to use "infographics"—these are visual summaries that make complex data easy to understand. The presenter encouraged us to integrate visuals thoughtfully and ensure they align with the narrative of the presentation.

    An interesting part of the workshop was how to "establish credibility". Introducing yourself, sharing relevant expertise, and confidently backing up claims with reputable sources (think journal articles or industry reports) can make your presentation persuasive. Additionally, incorporating ethos (credibility), pathos (emotion), and logos (logic) were highlighted as key strategies for persuasive communication, even in scientific presentations.

    Finally, the workshop reminded us of the power of "practice and passion". Nothing kills a presentation faster than lack of enthusiasm. By practicing in front of peers or even recording yourself, you can refine your delivery and timing. Most importantly, maintain eye contact and show genuine excitement about your topic, as your energy will be contagious to the audience. In conclusion, the workshop reinforced that great presentations come from preparation, structure, engagement, and passion. Whether you're addressing a team meeting or a global audience, these tips will ensure your message is not only heard but remembered.

P.S.  the speaker also give us this; for more advice on preparing a research presentation see

http://www.swarthmore.edu/NatSci/cpurrin1/powerpointadvice.htm

and for more resources go to these;

Atkinson, C. (2011). Beyond bullet points: Using Microsoft PowerPoint to create presentations that inform, motivate, and inspire. Microsoft Press.

Duarte, N. (2012). HBR guide to persuasive presentations. Harvard Business Review Press.

Dewey, J. (1938). Experience and education. Free Press.

Gallo, C. (2014). Talk like TED: The 9 public-speaking secrets of the world's top minds. St. Martin's Press.

Reynolds, G. (2008). Presentation Zen: Simple ideas on presentation design and delivery. New Riders.

"Bridging Cultures in Education: Exploring Multilingual Curriculum Design and Early Childhood Development for Inclusive Learning"

 

Week 3: My Scholarly Interests

My doctoral program:

 I am currently enrolled in the Curriculum and Instruction doctoral program at Purdue University, and my primary goal is to deepen my understanding of educational theories and practices, especially in the areas of culturally inclusive curriculum design and early childhood education. Through this program, I aim to explore how language, culture, and education intersect to create learning environments that respect and integrate diverse cultural backgrounds, ultimately promoting equity in education.

My intellectual history: 

My intellectual journey has been shaped by my experiences working in early childhood education and English education across diverse settings, particularly in Timor Island, Indonesia. My thinking was influenced by my involvement in designing curricula that integrated local traditions and languages, as well as the multiple intelligence approaches I encountered during my Master’s studies. These experiences led me to focus on how education can be made more contextual and relevant to the learners’ cultural environments, which drives my current interest in culturally responsive teaching.

My research interests: I am particularly interested in researching how cultural contexts influence curriculum development, especially in early childhood settings. I want to explore how indigenous languages and local traditions can be incorporated into formal education to foster language development and motor skills in young learners. Additionally, I am researching ways to use technology to bridge the gap in education for students in remote or underdeveloped regions. While I have experience developing curricula that incorporate local culture, I am eager to expand my knowledge on the integration of educational technology and community-based learning to further enhance these efforts.

One-Sentence Research Statement: My research focuses on the integration of cultural traditions and multilingual approaches into early childhood education, with the goal of promoting holistic development and improving language and motor skills in young learners.

My professional goals: I am currently considering several professional paths. I am deeply interested in working as a curriculum designer or early childhood education expert within the context of higher education. Additionally, I see myself contributing to educational policy or working with international organizations that focus on culturally inclusive education. While I enjoy research, I also find fulfilment in teaching and community service and am open to roles that allow me to engage directly with educators and learners, particularly in underdeveloped regions. However, I am also open to positions in education consultancy or curriculum development, where I can apply my research to real-world educational challenges.

My program focus and community impact: My focus on culturally inclusive curriculum design is rooted in my work with diverse communities, particularly in Timor Island. In these communities, I developed and implemented curricula that merged local languages and traditional activities with academic subjects, which helped children engage with their learning in a meaningful way. For example, I incorporated traditional games like “Siki Doka” into the teaching of English and Math to make learning more relevant and enjoyable. This approach had a positive impact on both the children and the broader community, fostering a deeper appreciation for education as a reflection of culture.

My comparison of education systems:

Then vs. Now:

When I first began my career in education, the focus in rural Indonesian schools was heavily on rote memorization and adherence to a national curriculum that did not consider local culture. Today, my work aims to address this gap by designing curricula that integrate cultural knowledge and local languages. This shift reflects a broader movement towards contextualized and inclusive education.

Similarities:

Despite the changes in methods, one constant has been the emphasis on basic literacy and numeracy. However, my current work has elevated this by incorporating cultural elements, making education more relevant and accessible to children in remote areas.

Differences:

One key difference is the integration of technology in education. Early in my career, technology was rarely used in the classroom. Now, I am exploring how tools like Pear Deck can facilitate online learning and help students in remote areas stay connected during crises like the COVID-19 pandemic.

My research and professional Impact:

Strong points of the Past:

One of the strongest aspects of my early work was its focus on community engagement. By involving local culture and traditions in curriculum development, I was able to create a learning environment that resonated with both students and their families.

Weak points of past education:

However, the rigid, one-size-fits-all approach of past educational systems often ignored the specific needs of local communities. My current work seeks to address this by focusing on flexibility and cultural relevance in curriculum design.

My current professional work:

As a graduate student right now, I now focus on empirical research to further develop culturally inclusive curricula. I am currently studying how cultural practices and technology can be combined to enhance language and motor skills development in early childhood. My work on graffiti as a communication medium and the use of Superbook media for children’s language development reflects my commitment to contextual education.

My area of interest in the relevancy to Today’s Education: 

My focus on culturally responsive teaching is highly relevant to today’s educational landscape. As education becomes more globalized, the need to create curricula that respect cultural diversity is critical. I am particularly interested in how multilingualism and local knowledge systems can be integrated into formal education, especially in marginalized communities. For example, my research into educational technology explores how digital tools can bridge gaps in education for remote learners, a topic that is gaining increasing importance in today’s world.

To sum up, my scholarly interests lie at the intersection of cultural inclusivity, multilingualism, and curriculum design. Through my doctoral program, I aim to expand on these interests by exploring how technology and community-based learning can further enhance early childhood education. My ultimate goal is to contribute to educational policy and curriculum design that not only enriches academic discourse but also provides practical solutions for underdeveloped regions like Eastern Indonesia.

Week 4: Mental Health of College Students and Why We need to Address this issue?

 As a student that is coming from non-native English speaking country, this situation described in both Colarossi and Wedemeyer-Strombel’s experienced could not just depict the real situation faced by us as international students but also make us see “Us” in their way of telling story. Personally, I really appreciate these readings as the materials for us for this week since I am a first-year graduate student here at Purdue University. Discussing this topic, really motivates me to take extra good care of my mental health and how it could possibly lead me to feel that during this journey, I am not alone at all in my battles. I knew it is still a long run to go before all these concerns are completely being addressed, at least this is the moment to reassure that such sensitives issues are being acknowledged and talked about as part of the process that graduate students will deal with daily. Adapting to a new academic setting is already challenging enough without having to deal with the ever-present language barrier.

My academic life is already stressful enough without having to deal with the constant worry of being misunderstood or misinterpreted. Every part of my academic experience, from class discussions to research presentations, is infused with the persistent pressure to communicate well in a language that is not my first. When I'm under this tension, I often feel helpless and overwhelmed. When it comes to mental health, international students like me encounter a complex landscape shaped by cultural differences. When people in my own country talk about mental health, it's usually because it's considered taboo. It is freeing and intimidating to arrive in the US, where these discussions are more prevalent. The openness here is great, but I still carry the shame from my cultural upbringing, so I feel torn between the two cultures. This duality hinders my use of the various mental health facilities; I have a long way to go before I can overcome my deep-seated fear of talking about sensitive topics. Even while many overseas students worry about the loneliness described in the essay about graduate school, I feel really lucky. I am fortunate to have my spouse by my side, who is a rock in a world where many of my contemporaries have come alone. Having him around provides much-needed emotional support and a familiar feeling of home as I navigate the ups and downs of graduate school. Having said that, I am well aware that this is not the reality for many overseas students, who endure profound isolation due to the great distances between themselves and their families and other cultural touchstones.

As an international student, I find that the financial strain that many graduate students experience is much more pronounced. We continue to confront enormous obstacles. Our ability to work is severely limited by visa regulations, and we are frequently relegated to low-paying on-campus positions that barely scrape by. A perpetual undercurrent of financial concern is created by the increased costs of international tuition and travel on top of the necessity of managing a tight budget while abroad. Anxieties are heightened because we know it won't be easy to change our circumstances or apply for more financial aid, unlike domestic students. Many international graduate students suffer from heightened imposter syndrome, which is perhaps the most widespread obstacle. Not only do we struggle with issues of academic self-perception and program acceptance, but we also face more universal questions of national identity and belonging while studying abroad. There is always some nagging uncertainty because of this double imposter syndrome. Is this new academic setting a good fit for our ideas? How applicable is our study? How do we integrate into this new community's social and cultural norms?

The ongoing enquiries and doubts erode our confidence and prevent us from giving our academics all we might. Graduate students from other countries encounter a distinct mental health topography because of things like language issues, cultural variances in how mental health is regarded, financial difficulty, and double imposter syndrome. Having my spouse here is really helpful even if it might not solve all of our issues. If we are to ensure our academic and personal success in our new surroundings, institutions have to grasp and handle these specific issues as part of their total assistance for abroad student populations. As an overseas graduate student, I would want to especially thank Purdue University for all of their help during my academic career. The Office of International Students and Scholars (ISS) offers a spectrum of services to assist international students and scholars at all phases of their path, therefore considerably supporting them. Another avenue Purdue concentrates on cultural learning and mentorship is the CILMAR (Centre for Intercultural Learning, Mentorship, Assessment, and Research). This institution offers courses aimed at teaching students how to effectively collaborate and communicate across cultural backgrounds. For international students like me, these kinds of initiatives are really great since they enable students from many cultural backgrounds understand one another and cooperate.

Moreover, the goal of Purdue University is much enhanced by mental health resources. Counselling, seminars, and support groups are available to international students at Purdue University, and they are designed to address their specific needs. When dealing with challenges like academic stress and isolation, it is essential to take a comprehensive approach to students' well-being. In the end, the tremendous resources offered by Purdue University significantly enhance the whole experience of students from other nations. Through a range of programs including orientation, immigration assistance, cultural programming, and mental health resources, we are guaranteed of the university's relentless dedication to our academic and personal success. These tools have helped me to fit into my new house and confidently pursue my academic goals.

References

Colarossi, J. (2022b, April 21). Mental Health of College Students Is Getting Worse. Boston University; The Brink. https://www.bu.edu/articles/2022/mental-health-of-college-students-is-getting-worse/

Wedemeyer-Strombel, K. R. (2019, August 27). Why we need to talk more about mental health in graduate school. The Chronicle of Higher Education. https://www.chronicle.com/article/why-we-need-to-talk-more-about-mental-health-in-graduate-school/

WEEK 2 Thriving in Graduate School: Your Essential Guide to Success

Discussions for Week 2 “ Thriving as Graduate Students”

Hipp, J. (2019, March 19). 10 Tips for new doctoral students. Insider Higher Ed. https://www.insidehighered.com/advice/2019/03/19/advice-students-just-beginning-their-phds-opinion

I choose to read the  10 Tips for new doctoral students by Dr. Jamie Hipp

I find these tips to be highly practical and insightful. Dr. Hipp in her writing, addresses many aspects of doctoral study that new students might overlook, from building a support network to strategically positioning oneself for future career opportunities. I particularly appreciate the emphasis on:

1. Proactive engagement: The advice encourages students to take initiative in their academic journey, from seeking out mentors to volunteering for service opportunities.

2. Strategic thinking: Tips like considering geographic location for future employment prospects demonstrate the importance of long-term planning.

3. Balancing academic and practical skills: The article highlights the value of both scholarly pursuits (like publishing) and practical skills (like teaching experience).

One area where I might add to the author's perspective is the importance of maintaining work-life balance and mental health during doctoral studies. While the tips focus on academic success, it's crucial to remember that self-care and maintaining relationships outside of academia are also vital for long-term success and well-being.

From the article, I came across with questions

1. Given the diverse academic backgrounds represented in our cohort, how might the applicability and implementation of these doctoral success strategies vary across different fields of study? What discipline-specific considerations should be taken into account when adapting these tips?

2. Considering the current competitive landscape in academia, particularly the potential over-saturation of doctoral graduates in certain fields, what additional career development strategies or alternative career paths should doctoral students explore to enhance their post-graduation prospects?

Serving the Unreached; Reaching the Unserved (Empowering the overlooked, One Story at a time.)

 

Maria Regina Jaga

 (Early Childhood Education Practitioner)

About me

Welcome to my Blog! I am Maria Regina Jaga, an educator and lifelong learner dedicated to fostering early childhood education and promoting English language skill through the lenses of cultures and local contents. I hold a Master's in Early Childhood Education from Auburn University, Alabama, and Master's in English Education from Nusa Cendana University in Indonesia. and this Fall 2024, I pursue next phase of my life by starting my PhD in Curriculum Studies at Purdue University.  My Academic journey has been deeply rooted in exploring innovative teaching methods, particularly through the lens of multiple intelligences, and how the local contents could be elevated as learning resources which I believe essential for effective learning. 
Currently, I serve as a Lecturer at Widya Mandira Catholic University, and as a Guest Lecturer at the Christian Public Institute, in Kupang, Indonesia. I have also been actively involved in Community Outreach Programs, focusing on enhancing educational opportunities for children in underserved areas.
Through this blog, I aim to share insights, resources, and experiences related to education, language learning, and community service. I invite you to join me on this journey as we explore the transformative power of education together

Experiences

Diverse Educational Expertise: Extensive training in language teaching, including workshops on vocabulary instruction, extensive reading, and English as a Medium of Instruction (EMI).
Inclusive Education Focus: Completed courses on teaching English in inclusive classrooms and managing learners and resources, demonstrating a commitment to accessible education for all students.
International Perspective: Participated in global events such as the Istanbul Youth Summit and the International Summer Course on "Nurturing the Mindfulness of South East Asia," enhancing cross-cultural understanding in education.
Technology Integration: Trained in using educational technology tools like Pear Deck to enhance online learning experiences, showcasing adaptability in modern educational practices.
Specialized Areas of Expertise: Gained knowledge in early childhood education and indigenous knowledge through various seminars and workshops, emphasizing cultural context in teaching.
Community Engagement: Involved in community outreach programs, focusing on improving educational opportunities for children in underserved areas, reflecting a commitment to social responsibility.

Area of interest

As an educator and researcher, I am deeply passionate about exploring the intricate connections between education, culture, and local wisdom within the Indonesian educational context. My primary focus is on investigating how local folklore and cultural elements can be seamlessly integrated into the curriculum, particularly within the framework of Kurikulum Merdeka (Freedom Curriculum) for primary education. I am especially intrigued by the potential of culture-based education to create more inclusive and relevant learning experiences for students from diverse backgrounds. My research interests extend to the study of East Nusa Tenggara folktales, examining their history, language, and meaning as vehicles for incorporating local wisdom into educational practices. I am committed to addressing the gap between standardized teaching materials and the rich cultural diversity of Indonesia's regions, striving to bridge local content with national educational standards. Through my work, I aim to contribute to the development of educational approaches that empower students by connecting their cultural heritage with academic learning, ultimately fostering a sense of pride and inclusion in the school community.

My Story

 The future is something that lives among us; CHILDREN

Before the implementation in school or a classroom, as a teacher of early childhood learners, I have beliefs and ideas, in regards to best practice, together shaped a philosophy. This philosophy is my faith as the designer of the class that I need to plan, implement, observe, and evaluate activities for children. It is through these activities that children learn. I believe in implementing practices that allow for the best possible learning experience of the child. Educators must care very much about the children's learning and believe that an educator's role is to plan and implement open activities ended, process-oriented, developmentally appropriate, and of interest to children. My philosophy of education that I applied in my classroom settings is Constructivism theory but combine with Multiple Intelligences Approach and traditional games. In constructivism theory, children are believing had creative, imaginative, and unique. So as an early childhood education teacher, I allow children to have endless opportunities to explore and experiment with activities so that they can learn through their many experiences. In applying traditional games for learning, I believed that children are capable and competent, have absorbent minds, and take in what they learn through their play-based experiences from their third teacher "environment." My belief is based on the fact that children are curious, full of wonder, and need to explore to discover and learn, as the essential for activities to be open-ended, process-oriented, developmentally appropriate, and relate to the children's interests. My classroom settings always focus on three general core areas objectives, methods, and evaluation.

 
"Melayani yang tak terjangkau, Menjangkau yang tak terlayani
(Serving the unreached, Reaching the unserved)
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