Professional Development in the Congo

Today (Monday) we had our first professional development day here at UCBC. This isn't to suggest that it's UCBC's first PD day, but that it was the first of this year.

The session was with the teachers who taught the 2-week English language institute that just concluded. The teachers were, for the most part, young Americans who are here at UCBC for a variety of reasons. There were a couple of Congolese teachers in our group as well, along with Honore, the Academic Dean here at UCBC.

First, it is important to note that UCBC being bilingual (French and English) is unique here in the DRC. French is the national language, although many students do not develop good French even in school. Swahili, Lingala, or one of the other tribal languages are what are spoken in most homes. So even though French is taught in secondary school, it may only be taught at a minimal level. English is not taught.

So, why English here at UCBC? Kaza, a staff person here, educated me yesterday that the Congo is bordered by 9 African countries. Of those 9, most (sorry, I forget exact number) are NOT French speaking. They are English speaking. Additionally, French is somewhere around 6th or 7th in the list of most used languages in the world.

In order for Congo to be able to engage substantively on the national level, its leaders, its people, entrepreneurs, politicians, policy-makers, professionals at every level need to be able to communicate effectively in English. In order for Congo to engage effectively with its neighbors, its people, its leaders need to be able to communicate in English.

That UCBC has made a commitment to develop its students' English skills and fluency is just one of the audacious, but vital goals of this university.

Imagine the challenges to teach what amounts to a 3rd language (English) when many of the students do not have enough grasp of their national language (French) to engage in academic discourse. AND committing to develop their English skills so they can engage in academic discourse in English? HUGE!!! But there is success.

David Kasali, the President and Rector of UCBC told a story at the end of our pd session this afternoon (will maybe describe the pd session in another post?). He was walking the property the other day when one of the workmen working on the community center (under construction) said he knows there is something good going on here. "How do you know that?" David asked.

"Because your students, the boys and the girls, speak English. I do not understand what they are saying. But I know they are speaking English. And that is good."

So...while there is still internet, a little bit about our PD session.

We began with an overview of our day, outcomes, and the process by which we were going to go about our work together: using the experiential learning cycle, reflective practice, modeling professional learning community. I gathered random items for a first activity: empty water bottle, bits of brick, pieces of stone, some leaves and flowers, a dictionary, mug, rubber band, bit of string. I asked the folks to each pick up an item that provided a snapshot of the previous two weeks. Each of the 12 had taught separate classes. Some of the folks had done some planning together, others not. So I wanted everyone to have a chance to hear a little bit about each other's experience, and also to get back thinking about the two weeks.

I always love this kind of activity. There are always surprises. People pick objects and assign meaning that surprise and delight. Here are a couple of things that emerged:

Chris picked the empty water bottle. He said when he was a kid he always wondered how people got those ships inside those bottles. It was a mystery. He could imagine starting to build a boat inside a bottle, but not how it could every be completed. The bottle reminded him that these two weeks, when he was with the preparatory students, he couldn't imagine that they would ever develop strong English language ability. But then he looks at the G2 and G3 (year 2 and 3) students, hears their conversations, and realizes that something happens. They DO learn. And to him, as a first-time teacher here, and someone without teaching experience, it's a mystery.

He also pointed out that often in class his students would ask for a drink of water from his water bottle. He knew that for many of the UCBC students, they go all day without a drink of water. Some go all day without a meal--only eating breakfast and something for dinner at the end of the day when they return home. The commitment, dedication of these students is beyond what I can explain. No...right now there is no running water here at UCBC. But this is a university that is bilingual.

Chelsea picked up a piece of brick for her snapshot. She said going into to her class, she thought she knew what she needed to teach. Just like she knew this brick. It was solid. No doubt. She soon learned that no matter how well she knew the brick, how hard she pounded that brick on the floor, it wasn't what her students needed. What she was so prepared to teach was not what her students were ready and able to learn.

Cele (I promise, not everyone's name begins with C!) chose a ruler. He is one of the Congolese teachers. He said that the students often need visual aids--concrete ways to look at and think about the topic. One day there was confusion in his class about rules and ruler and the different pronunciation. His students were calling a ruler a rules. He came into class with the ruler to show them that this was a different word.

Need to run. Will finish tomorrow. It's now completely dark here at UCBC. The electricity is off, but internet still working (solar battery, I'm told??).