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Melanie Piacente

Melanie Piacente is currently a native English teacher placed in Yeosu through EPIK (English Program in Korea). She has a bachelor’s degree in Linguistics and has an anticipated graduation date of August 2024 for her Master’s in Teaching English as a Second Language through State University of New York at Binghamton. She is a licensed teacher in New York with experience teaching math, science, history and English at a high school level to speakers of other languages. She prefers to teach in low-income communities and has a special interest in student motivation. – Ed.

In the late summer of 2023, I landed in South Korea, with an initial sole purpose to teach English in this foreign language setting. I was assigned to teach at both an all-boys and an all-girls middle school in Yeosu. I was greeted by unfamiliar faces, unfamiliar customs, and an unfamiliar language. My new life seemed daunting, but I was determined to navigate it with an open mind and a willingness to learn.

One of the biggest initial hurdles I faced was the language barrier. As someone who couldn't even read Korean upon arrival, communicating effectively with my students and overall community proved challenging. However, I was determined to bridge this gap, so I enrolled in Korean language classes held every Saturday through the Gwangju International Center. Slowly but surely, my efforts began to pay off. As I gained confidence in my language skills, I found myself better able to connect with my students on a personal level. Even something as simple as being able to read their names and hold basic conversations made a world of difference in creating meaningful connections both inside and outside the classroom.

Furthermore, integral to my journey was my immersion in school activities. Contrary to the stereotype of foreign teachers as independent outsiders, I tried to get involved as much as possible, especially with student activities. Participating in these school events and engaging with my students in this way, from playing volleyball, badminton and various board games with them during the lunch period to cheering them on at the end of the year festival, enriched my experience immeasurably. This allowed me to connect with and talk to students whose strongest subject maybe wasn’t English. I always try to prioritize the importance of making my class and myself accessible to students of all levels, often speaking Korean when needed and even having them teach me. This year especially, I see a great improvement in students' attitude and overall participation in my classes.

My decision to teach in Korea was driven by a desire to gain firsthand insight into the immigrant experience. Having previously worked with immigrant students in the US, I felt a sense of disconnect. Although I had a good relationship with my students, and was always flexible in adapting the course for their needs, I knew that I wasn’t fully comprehending their struggles. Korea, with its rich tapestry of cultures and identities, offered me the opportunity to step into the shoes of "the immigrant" and gain a new perspective on the challenges they face.

Yet, even as I struggled in my own way in this very immersive experience, I remained acutely aware of my own privilege. As a white American woman, it’s important to recognize the inherent advantages afforded to me simply by virtue of my nationality and appearance.

Navigating this complex terrain of privilege and cultural immersion has been both challenging and rewarding. As I continue to integrate myself into Korean society, I will do so with a deep sense of humility and respect for the diverse perspectives that surround me. My time in Korea is teaching me that being an English teacher is about more than just language instruction; it's about building bridges, fostering understanding, and embracing the richness of cultural exchange. And as I look ahead to the adventures that lie ahead, I do so with a renewed sense of purpose and a profound appreciation for the transformative power of education everywhere.