Introduction

Teaching abroad brings a myriad of challenges, and one of the most intriguing is navigating cultural differences. Specifically, teaching in a foreign language can be a significant cultural journey, littered with hurdles. In this article, we explore one such hurdle—explaining the nuanced differences in the use of Spanish verbs between Ser and Estar—and the broader cultural perception of time in a specific context, Colombia. This exploration aims to provide insights that can help educators prepare for and overcome these challenges.

The Complexity of Ser and Estar

Teaching the subtleties of language in a foreign country is an intricate task. Perhaps, one of the most perplexing challenges I faced was introducing Spanish students from Wales to the distinct meanings of two verbs: Ser and Estar. These verbs serve different purposes in English, and their nuanced differences in Spanish create a linguistic barrier for non-native speakers.

In English, the verb 'To Be' conveys a straightforward idea of existence, while in Spanish, these verbs separate themselves into two distinct uses:

Ser: Indicates permanent, inherent characteristics, such as nationality, origin, profession, and nature. For example, 'Soy espa?ol' means 'I am Spanish'; 'él es alto' means 'He is tall'. Estar: Denotes temporary conditions, emotions, and actions that can change. For example, 'Estoy cansado' means 'I am tired'; 'Ella está alegre' means 'She is happy'.

For instance, 'I am bored' in English is 'Es aburrido' in Spanish. Here, 'Ser' is used because being bored is a permanent, ingrained characteristic. However, in Spanish, you would say 'Estoy aburrido' to mean 'I am bored right now'—distinction that proved challenging for my students. They often struggled to appreciate the nuance that 'Ser aburrido' implies a more inherent state, whereas 'Estoy aburrido' indicates a temporary condition that may change.

Overcoming Language Barriers

Initially, lecturing with examples and analogies helped reiterate the concept. However, it soon became clear that merely explaining the logic still did not bridge the gap. The key turned out to be a more practical approach. I started incorporating out-of-class activities where students had to observe and apply these concepts in real-life scenarios.

An exercise I found particularly useful involved students writing brief diary entries or stories where they had to use 'Ser' and 'Estar' in context. This not only encouraged them to think critically but also allowed them to see the application in a tangible manner. Moreover, role-playing and discussions where they had to switch between the two verbs added a dynamic layer to the learning process. Over time, their understanding grew, and the linguistic barrier started to fade.

Understanding Time Perception in Colombia

Teaching abroad also requires understanding the local culture, including how time is perceived and valued. In Colombia, the concept of punctuality can be different from what my students were accustomed to. Creating a classroom dynamic where regular attendance is expected and valued proved challenging.

On my first day at the institution, I made clear that being late was unacceptable. However, the perception of time in Colombia itself became a lesson. Many of the adult students I taught had jobs with varying degrees of strict schedules. Balancing their work and study schedules often led to a few arriving late or missing their classes entirely.

Addressing this issue required a combination of methods:

Consistent Communication: Constantly emphasizing the importance of punctuality in the classroom to set realistic expectations. Motivation: Explaining the long-term benefits of consistent attendance, such as better learning outcomes and professional opportunities. Flexibility: Offering alternative materials for those who had to miss classes to ensure they did not fall too far behind.

Adapting to a Multicultural Classroom

Successfully teaching abroad involves adapting to the local customs and cultural norms. By understanding and embracing these differences, educators can foster an inclusive and respectful learning environment.

For instance, in my classes, I made an effort to learn about the cultural backgrounds of my students. This helped me appreciate different perspectives and tailor my teaching methods accordingly. Additionally, creating an open dialogue where students could express their viewpoints and concerns was crucial. This not only built a stronger rapport but also integrated the cultural nuances into the curriculum.

By overcoming linguistic barriers and addressing time perception issues, educators can create a more engaging and effective learning experience for their students. Understanding and respecting cultural differences is key to bridging these gaps.

Conclusion

Teaching in a foreign country is a complex and rewarding challenge. Navigating the linguistic and cultural barriers, such as explaining the difference between Ser and Estar, and understanding the time perception of the host country, like in Colombia, requires patience, adaptability, and a deep respect for local customs. By taking these steps, educators can create meaningful and enriching learning experiences for their students.