The American Home in Vladimir, Russia

Alumni Update: Nicole Brun-Mercer

2011-05-25T23:33:00.004+09:00

Teaching English in Guinea
By Nicole Brun-Mercer

[Nicole taught at the American Home from 1996 through summer 1998. Her second year she was the Lead Teacher. Since then she has worked as an English teacher in San Francisco, France, Switzerland, and now in Guinea. You can find more information about her adventures abroad at http://nicolemercer.wordpress.com Nicole’s husband, Fredrick Brun, is a manager specializing in road construction. They decided they wanted to see the world. This has included Saudi Arabia – where Nicole did not have a chance to teach – but did visit.]

When I entered the classroom, the children immediately stood up and without so much as a glance from the teacher began to sing in French, “Long Live Peace, Long Live Guinea, Long Live the President, Professor Alpha Condé…” They welcomed me with a “Bonjour Madame” and applauded. I looked into their sixty-five smiling faces and wondered: Now what am I going to do with you?

This was my first time teaching English in my Guinean village and the first time in my fifteen years of teaching experience that I was totally unprepared. I had not expected to get into the classroom so quickly, if at all. My husband had been working in a village in Guinea, about 800 kilometers from the capital of Conakry, for two months and I had finally been granted a visitor’s visa.

It was my third day in town. I had spent my first two reading and watching the Guinea fowl eating insects off our porch. Suddenly, mid-morning, my husband came home to say, “The principal is waiting for you at the school. You can give them a lesson today, but you have to go now.”

The secondary school teaching staff (all five of whom were attending in order to learn a little English themselves) told me that I had thirty minutes. That was more than enough time, as it turned out, for all sixty-five of them to master “Hello, my name is…. What’s your name?” “How are you?” “I’m fine.”
I have had “student sponges” before, absorbing every bit of information like drought-stricken plants. But these were vampires! How could they possibly have caught on so quickly?

Surely my half-hour was over? I asked if maybe that was enough for the first day.

“Continuez!” ordered the principal in French, the official language of Guinea and thus the language that all classes are taught in.

And so I did. For nearly two hours. “Where do you live?” “I live in Guinea.” “Where does he live?” “He lives in Guinea.” Every time I tried to stop, the students cried out, “Non, encore!”

Whenever the chalkboard needed cleaning, the student responsible that day raced to the front of the class, wet the sponge (a squishy yellow mass about the size of an American football) in a tin can full of water and a few insect corpses, and passionately erased.

Every child was fully engaged, eager to learn. No one spoke out of turn. If I asked a question, sixty-five hands shot up in the air. Whenever a student was called upon, she stood up and answered in a complete sentence. If a student answered with an incomplete sentence, one of the instructors listening in reminded her of the “proper way to answer a question” and sixty-four hands were back up in the air, begging to give their complete reply.

If a student gave an incorrect answer (as rare as an incomplete sentence), she was reminded that she was lucky to be in school, to have the honor of listening to a professor and thus of improving herself through education. A solemn silence would immediately fall over the classroom. There was a mixture of shame over not being better students and pride over the opportunities they had in their village. More than anything, there was a renewed alert attention.

I thought the classroom had been crowded, but by the time I was finally allowed to leave, there were fewer pupils inside than on-lookers congregated on either side of the building, taking advantage of the fact that the windows and doors of the school were nothing more than an absence of concrete, giving new meaning to the words “open to the public”.

The “auditors” outside included children as young as three and middle-aged women who had momentarily set their baskets of avocados down on the school steps. The women fluttered away faster than the Guinea fowl when the lesson ended, but the boys and girls, surrounding me, cried out, “How are you?” and “Goodbye!”

All the way home I could hear them shouting after me, “I’m fine!”

The next day, as I walked through the village, nearly everyone greeted me with “Hello. How are you? I’m fine.” (In Malinke, the local language, such greetings are often clumped together, and while it was easy for the villagers to pronounce and memorize the expressions, it was more of a challenge for them to understand that one was generally a response to the other.)

The following Monday, as my husband drove through a town located twenty kilometers from our village, children ran after his car shouting, “Madame Nicole! Hello! How are you? I’m fine!” His driver explained that several of the village children go to the town on the weekend to see family. They had apparently described to their friends the car that had driven their English teacher to school, and even when “Madame Nicole” was not in the car, it was now considered the English-mobile.

My students were avid learners who never needed a revision, but they were also avid teachers. Over the next two weeks, I discovered that not only my village children, but many of the inhabitants in the surrounding area had learned the members of a family, the objects in a classroom, the parts of the body and the animals in Guinea. Soon my husband’s French colleagues were complaining that they were going to have to take lessons too because everyone in the village wanted to speak to them in English.

The school instructors opted for group lessons in the late afternoon once their own classes were over, and soon had surpassed even my brightest former students in the speed at which they could learn English. I had never seen adults who were capable of integrating information so quickly and easily. They seemed to have both the analytical skills that come with age and a mental elasticity that I thought was intrinsic only to childhood.

How can the aptitude of my Guinean students be explained? Is it the fact that they all speak at least two languages, French and their native language Malinke or, for some of the teachers, Sousou or Peul? Is it their oral tradition and the fact that so much of their history is passed down in the form of story-telling? Or is it quite simply the fact that these people want to learn?

When I asked them if they were interested in studying English, they looked at me as if there was such a thing as a stupid question.

“Of course! English is the most important language in the world!”

“One must never refuse the opportunity to learn.”

“Knowledge is the most precious gift because it is the only thing that can be kept forever.”

Above all, for an Islamic Guinean village that had befriended its first white inhabitant only a few months prior and whose teaching staff was 92% male, I felt honored to have been trusted enough for these children to be placed in my hands.

How Lena and Olya Helped Me Become a Better Teacher

2011-04-17T00:54:00.010+09:00

By Austin Wallace, Spring and Summer sessions, 2009

Lena and Olya at work in the AH

I thought I knew a lot about teaching English when I first arrived at the American Home.

After all, I had two years of experience teaching in Korea, and before that I had tutored remedial students in the U.S. By the time I arrived in Vladimir, I was adept at giving simplified instructions, explaining the differences between verb tenses, and even cracking jokes silly enough to transcend the language barrier. What else was there to know?

I found out how much I still had to learn the first time Elena (Lena) Belova critiqued one of my lesson plans. I quickly discovered that I could learn a great deal from her. My lesson plan wasn't terrible—it was student-centered, it featured activities that gave the students the opportunity to practice both the grammar and the vocabulary from the syllabus, and it had more than enough material to fill 90 minutes, just to be safe.

Lena took my adequate lesson plan and helped me make it exceptional. She had a number of suggestions—and she saw details that I never would have noticed.

For example, she suggested that I develop the unit on lifestyles by having the students compare their generation with that of their parents. In the wake of the immense changes in Russia, especially during the 90s, I'm sure you can imagine how fascinating the class discussions were. It was very gratifying to see Russian students so passionate about the conversation that they didn't seem to notice they were communicating in a foreign language.

Lena also provided me with an endless supply of realia which helped make my classes more engaging. For example, there is a cash register full of fake money, which is useful for reviewing numbers with beginning students. Teachers can also use the play money to hold Sentence Auctions, a great activity for reviewing grammar. To set up the game, teachers write both correct and incorrect sentences on the board, asking students to bid on the mistake-free sentences. (I knew about this game before coming to the AH, but being able to use the play money made it more fun for the students – and I probably would not have thought to look for this "prop" on my own.)

In my classes, the most useful type of realia was often the most straightforward. On the day I introduced vocabulary about personality traits, Lena showed me a folder of magazine pictures sorted into categories. The pictures I chose were mostly of models. During class I asked students to match adjectives like 'open-minded' with the model who looked the most open to new ideas and experience. By the end of class, an ordinary language exercise had morphed into a debate over why the virtuous characters in children's books are always beautiful, while the evil characters are usually ugly. Without the photos of the attractive models, this interesting, communication-enhancing discussion probably would not have been triggered.

Because she has worked as the materials librarian, Lena can probably suggest the perfect movie or article to complement what you're teaching. It was her idea to use Spanglish and Lost in Translation with my lessons on culture shock. Each of the video clips I used generated at least ten minutes of discussion. This included students who had been abroad comparing their own experiences with those of the characters in the films.

As valuable a resource as Lena is, she cannot help all the teachers at the same time. Fortunately the American Home also has Olya, an equally capable resource person whose help also was invaluable. While Lena gave me tips on, among other things, improving transitions between different parts of my lesson plans, Olya taught me about the arguments and evidence that support the use of various teaching techniques. When my students had trouble distinguishing voiced and unvoiced consonants, e.g., “double vs. “doubt,” not only did Olya suggest listening drills with minimal pairs (two different words that almost sound alike, e.g., pat and bat, thick and sick), she gave me a tutorial on the International Phonetic Alphabet and the physiological differences between Russian and English pronunciation! Her expertise reassured me when I had doubts about the rationale for using a certain activity, and she also inspired me to learn more about the whys of EFL teaching techniques, and not just the hows

Olya's knowledge of applied linguistics is certainly impressive, but it's her empathy that I remember most vividly. No matter how great the students (and the American Home students are amazing), no class is going to be perfect. There will be problems which you will have to try to solve. It's difficult enough trying to communicate in a foreign language. When you combine that with different personality types and learning styles, among other things, at some point at least one student will be dissatisfied. Specific problems can range from students thinking they have fallen in love with you to some of them using too much Russian in class. My biggest dilemma was whether to pass or fail a man whose work schedule resulted in him missing more classes than he attended.

Without Olya's help, I don't know how I would have handled the problem. After talking to me, then talking with my student, Olya found a solution that gave him a chance to pass while not complicating my efforts to fairly determine my students' grades. I tutored the student individually for a week, after which he took the final—and passed, if just barely.

That student probably has no idea how much Olya indirectly helped him, but I have no doubt about how much she helped me.

Teaching at the American Home is an experience no one who has done it will ever forget.

It's an opportunity to explore a country rich in culture and history, an opportunity to create friendships that will endure a life time. It will also provide an opportunity to improve as a teacher – quite possibly improve a great deal.

Whether or not you plan on teaching as a career, the skills good teachers need are an asset in any field. For example, learning how to explain English grammar greatly enhances your ability to explain almost anything else. On a higher plane, in the same way that the best politicians inspire citizens whose hope has deserted them, good teachers inspire confidence in students who lack it. Good teachers can also make good public administrators, because in both careers success is measured by how much you've helped others.

With that in mind, I encourage everyone hired to teach in the AH English program to make the most of your opportunity to work with Lena and Olya. They are two of the best “teaching resources” I've met, and I will always be grateful for the progress I made as a teacher at the American Home, progress that, in large measure, I owe to their guidance.

A SOLID FOUNDATION by Ron Pope

2011-04-03T13:25:00.018+09:00

It has been a while since anything new has been posted on our Facebook page or here on our blog. We've been busy – in fact, very busy. I will write separately about current activities. What I want to introduce now is a feature tentatively titled Blasts from the Past. This will focus on excerpts from seven years’ worth of newsletters – and other sources. One of the goals of this feature will be to shed some light on what has been accomplished – and how it has been accomplished.

In the spring of 2002, when the first issue of the newsletter was published, we were approaching the 10th anniversary of the dedication of the American Home. Getting the home built was a major challenge. Most people familiar with the project – both Russians and Americans – didn't think it could be done. But that is another story—which you can read about on our website.

We are now approaching our 20th year of operation. One major question is how has it been possible for this small, underfunded by any reasonable standard, independent operation managed to stay afloat – and accomplish a great deal. A major part of the explanation is that from the beginning there has been a very special linchpin on the Russian side – someone who has been there from the beginning. Someone who has stuck with the organization through a never-ending series of trials and tribulations. Someone who has found ways to do what needs to be done – even when that has seemed "impossible."

That someone is of course Galya Altonen – more formally known as Galina Petrovna.

Galya was there at the beginning as the Director of the English program. Her comments below from the first issue of the newsletter allude to the challenges the first teachers and the Russian staff had to face and surmount.

In 1996 she took on full responsibility for the American Home’s operations. (See the AH history information on our website.) And her husband, Alexei, accepted the position of Director of Special Projects. Together they have provided the foundation the AH’s success has been built on. (More on Alexei later.)

While Alexei’s contributions are often quite visible—e.g., the Street Ball tournaments and successful Criminal Justice and Fulbright tours—much of what Galya does that is essential to keeping the American Home functioning, like getting our educational license renewed, passing safety inspections, and much more, is less visible—but essential to our operations.

We need to acknowledge her behind-the-scenes contributions that make the visible successes possible.

For now, I want to say: “Galya, no words I can conjure can adequately express my gratitude for your commitment and hard work for now nearly 20 years. Without your efforts, we would not be enrolling more than 400 students in our English program, expanding our Intensive Russian program, providing substantial educational tourism services, and much more. Спасибо вам за все, что Вы делаете!”

Galya’s Comments, AH Alumni Newsletter, No. 1, March 2002

Our dear teachers, dear friends:

It is difficult to believe that almost 10 years have passed since we had our first English classes at the American Home here in Vladimir. I remember very well our first year. We had only one computer and one pin printer, no textbooks, no Xerox machines. We had only enthusiasm--which is still our main moving force. We have been always eager to make the American Home the most informative and pleasant place, where people of Vladimir can learn everything about America.

A lot has changed during all these years. And mostly thanks to…our teachers. Every year [they] have added something to our program. I remember all of [them] and the things each of [them] suggested to make our school better. But if I start to write about everybody, it will take forever to read.

Now we have 4 computers only for the teachers, 2 copy machines, and access to the Internet. In each classroom we have a TV and VCR. We also have a CD player for each classroom.

[Those of you who have taught or studied here,] do you remember the room which we used to call "Stinky"? It's gone! Well, it is still there, but it has an air conditioner in it. We also have another air conditioner in our Big Room, where we have our meetings and parties.

Our library is also growing little by little.

Starting this year we have 7 teachers--and that is why the workload is a little bit easier. Each teacher has 4 groups and 2 preparations, except the teacher who works with conversation classes. But he works only 3 days a week.

What is most important is that we still have the creative and friendly spirit [the first teachers] brought which is especially appreciated by all our students. No wonder our Home is always full, even on Saturdays and especially when we have festive parties, presentations, or music and dance clubs. In February we celebrated for the first time Mardi Gras. It was fun!

Celebrating Mardi Gras at the American Home

Preparing the first 'Russian Lunch' of 2010

Grilling shashlyk at staff member Tanya Akimova's family dacha

First day of class, Fall 2009

Galya talking with Russell Pope, Ron’s father; 4th of July celebration, 1999 (Russell provided more than $100,000 to cover things like the shipping costs for the AH project.)

Galya in the Ah backyard, Fall 2010

Alumni Update: Youngmee Hahn

2011-02-15T13:04:00.002+09:00

Youngmee Hahn: 2005-2006

After finishing my 2005-2006 year at the American Home, I finished a semester of student teaching and got certified to teach German. I worked as a 7th grade German teacher for 6 months, during which I got to know the speech-language pathologist at my school and decided I was more interested in speech-language therapy than in being a classroom teacher. In 2008 I started the master's program in speech-language pathology at Syracuse University. I just graduated in December 2010, and since January I've been working as a long-term substitute at a K-8 school in the Syracuse City School District for a speech-language pathologist who's out for a few months on medical leave.

Right now I'm enjoying having the opportunity to work as an independent clinician for the first time. I'm interested in issues of multilingualism and cultural and linguistic diversity as they relate to language development and language disorders, and eventually I hope to find a job doing therapy with bilingual children/adults. Part of me will always miss Vladimir, and I know that if I hadn't spent that year helping American Home students acquire a foreign language, I wouldn't be doing the work that I'm doing now!

Alumni Update: Sarah Rorimer

2011-02-15T00:37:00.002+09:00

We are in the midst of major changes at the high school where I teach here in New York City. It's a very exciting to be on the leading edge of education reform!

This year, I'm teaching 11th and 12th grade students from Bangladesh, China, Columbia, Dominican Republic, Ecuador, India, Korea, Mexico, Paraguay and Yemen, and I feel fortunate to work in such an international environment. Meanwhile, I'm doing an administrative internship and earning credits toward my administrative license to become a school building leader.

I'm ever grateful to the American Home for getting me going in the field of education, and for providing me with a firm foundation of English grammar teaching skills.

Sarah Rorimer, 2003-05 (Lead Teacher, 2004-05)
(ESL Teacher & Coordinator, Long Island City High School, Queens, New York)

Alumni Update: Gary Spohholz

2011-02-13T20:27:00.004+09:00

NOTE: This is from an e-mail to Galya.
Gary Sponholz, 2009-2010

I am now teaching at an ESL Institute in Madison, Wisconsin. Though I am enjoying this, I really miss my exceptional Russian students and the great AH environment.

I was preparing a Lesson Plan for my class and started thinking about my experience at the American Home. The year in Vladimir at the AH provided me with some of the greatest memories of my life. I really appreciate the invaluable training that you (and Lena and Olya) provided me and the fantastic atmosphere at the AH. I miss it, and I miss my students, some of whom I still correspond with.

On a personal note, I just recently became a grandfather! My granddaughter's name is Ember Joy Sponholz. As you can see in the photos, it's amazing how dramatically a little one can change in less time than it takes to complete an AH semester.

A short summary of the American Home

2011-01-09T18:02:00.002+09:00

For a short summary of who we are and what we do, CLICK HERE!

SERENDIPITY AT WORK: The Russian Adventures of an American Lawyer

2011-01-09T17:44:00.004+09:00

This past May I (Dr. Ron Pope) received an e-mail from Karen Porter, an American attorney in search of an opportunity to teach English in Russia. She had come across the American Home website and decided to contact me.

E-mail received May 9, 2010

I am an American lawyer with 35 years of experience. I have worked for the past 20 years at an insurance educational organization writing books and preparing other educational materials of all kinds - such as these textbooks, The Legal Environment of Insurance and Insurance Regulation. I am also co-author of a popular textbook for law students, Legal Writing and Oral Advocacy. I have taught at Villanova University Law School and also teach courses in several venues on copyright law. Additionally, I was Assistant Dean for Graduate Legal Studies at Temple University School of Law, where I managed the comparative law program for foreign lawyers. I have attached my resume, which has more details.

I am planning to leave my current position within the next few months, but not planning to stop working. I plan to start a new career in teaching English, perhaps focusing on (but not limited to) professionals, particularly lawyers and other business professionals; and I saw your website. You evidently are doing exactly what I wish to do.

My son will graduate from Oberlin College soon with a double major in Russian and history, and he plans to study for a Ph.D. in Russian history. His experiences studying in St. Petersburg over the past two years have reawakened in me a life-long interest in Russia, and I am (slowly!) learning Russian now. He will be working in Moscow for 4 months in the fall (before going on to graduate studies), and I will visit him in November (my first trip to Russia). My plan is to obtain the CELTA certification for teaching English early next year, perhaps even taking that training in Moscow (or in New York, depending on many factors). Afterward, I would love to teach in Russia.

Would someone with my credentials be of possible interest to you next year? Or do you have advice for me? I think my professional experiences and skills would be immensely helpful in teaching Russians in business and other professions, particularly law.

Thank you, in advance, for your response.
Karen Porter, Esq.
West Chester, PA
USA

Murom Connection

My immediate reaction was that Ms. Porter would be an excellent resource person for the English program at the Murom Institute where one of their largest groups of students was in the law program.

Although Murom is older than Vladimir and the “home” of the legendary Russian “heroic warrior,” Ilya Muromets, because it was the site for a large number of major military factories, it was completely closed to foreigners during the Soviet period. Vladimir also had its share of military factories, but as the former capital of ancient Rus and as a member of Russia’s historic “Golden Ring,” it was not completely closed to foreigners. (The fact that it was necessary to go through Vladimir to get to the specifically designated “tourist stop” of Suzdal also undoubtedly contributed to the partial “openness” under the Soviet regime.)

In any case, after the collapse of the Communist controls Vladimir’s contacts with the non-communist world expanded significantly, in part through the development of Sister Cities relationships. Murom was not so fortunate. It was not an established tourist destination, and it did not attract the attention of foreign investors. However, two of the English teachers at the Murom Institute, Natasha Zhelinko and Lena Pankratova, made a point to contact the American Home with an offer to host visiting "native speakers of English." This led to arrangements for the first Fulbright group in 2004 to spend several days in Murom. The Institute staff and students almost literally "rolled out the red carpet." They informed us that we were in fact the first group of American teachers to ever visit Murom. Their hospitality was overwhelming. The Fulbright program teachers, some of whom were initially concerned about the value of spending several days in this unknown community, later acknowledged that this was one of most rewarding parts of the program. They felt they learned a great deal about the "real Russia" from the open and enthusiastic reception they received in Murom – and wished they could have spent even more time there than had been scheduled.

Needless to say, a visit to Murom became a regular part of most of our tour programs. In addition, we strongly encourage the American teachers in our English program to accept the invitations they receive to participate in the Murom Institute's English program's activities.

The Institute English faculty had hosted a Peace Corps member, but since that program ended had not had a resident "native speaker." I felt that Karen could nicely fill that void.

The reader can judge from the content of her diary whether or not my estimation was born out.

CLICK HERE to read Karen Porter's Murom Diary.

Left to Right: Lena Pankratova, now the Head of the Institute’s Foreign Language Faculty, Karen Porter, and Natasha Zhilenko

Fleeced: My Run-in with the Russian Police

2011-01-09T17:30:00.004+09:00

By Alex Dvorkin, 2008-10
(Lead Teacher, 2009-10)

When I got on the bus from Kislovodsk to Moscow, I was relieved to learn that this time I would not be sitting next to someone who’d been drinking. On my ride from Moscow to Elista some ten days earlier, I’d had the misfortune of sitting next to a Kalmyk who—only one hour into the twenty hour drive—asked me if he could relieve himself in my almost empty bottle of water. On my return trip, the beautiful Karachay girl who was sitting next to me as our bus pulled out of Kislovodsk didn’t look like someone who was going to present similar problems. The ride would be long, boring, and not very comfortable, but I didn’t have anything to worry about.
I was wrong.

When we pulled into the Caucasian Mineral Waters bus station, a police officer boarded our bus and began to inspect everyone's documents. The suicide bombers responsible for the March attacks on the Moscow Metro had come to Moscow from the Caucasus by bus, so the checking of documents didn’t come as too big a surprise. I had my passport, visa, and registration: all the documents I needed. I was not expecting there to be any problems.

Unfortunately, problems don’t care about whether or not you are expecting them.

It all happened so quickly. The police officer finally reached me. He asked for my documents. I promptly produced them. He asked me what I’d been doing in his neck of the woods. I told him I’d been traveling on vacation. He asked me what I was doing in Russia. I said I taught English. He asked me where I taught. I answered honestly. Next, he asked if I was receiving a salary there. I respectfully answered that I was. Where, he then followed up, was my work authorization card? When I told him I didn’t have one, he asked me to get up and follow him.

At this point I started to get a little nervous.

The plastic card he was telling me I needed sounded legitimate to me. During my first year at the American Home, I was given just such a card. Why, I started to wonder, wasn't I given one this year? Perhaps the American Home had forgotten. Perhaps they’d decided to try and put one past the bureaucrats.*

I’d heard all sorts of horror stories from my students about corrupt police officers in Russia, so I was a little skeptical of this officer’s claim that I didn’t have all of the necessary documents. On the other hand, I distinctly remembered being issued a card the previous year just like the one this guy was describing to me. It sounded plausible and legitimate.

So, what was I to do? My first thought was to call someone from the American Home, but this wasn’t an option because the money on my cell phone had run out due to the exorbitant roaming charges I’d incurred during my travels. I thought about suggesting to the officer that he might be mistaken about my needing a work authorization card, but that seemed to come dangerously close to charging him with dishonesty or corruption. Such a charge might offend or provoke him. I definitely didn’t want to do that.

As I was mulling over all of this, the police officer suggested we move our conversation to his car, which we turned out to be standing next to.

Inside the car I explained to the police officer that I’d been given a work authorization card the previous year, but unfortunately not this year. His response to this was that I seemed like a nice guy, but that this didn’t change the fact of my being in violation of Russia’s immigration laws. According to the officer, I would have to pay a five thousand ruble fine in Moscow within the next twenty four hours. If I didn’t pay it, I faced the possibility of having my visa ‘liquidated’ and being forced to leave the country.

I looked out the window at the Moscow-bound bus where I hoped my backpack was sitting undisturbed. I remember wishing that there was some way to just make this whole mess go away. Maybe I was dreaming. I'd count to ten and suddenly find myself magically transported to an empty train on the Moscow Metro humming towards Kursky station. Yes, I'd just count to ten and this whole hassle would simply be gone. One, tw…

“So,” the young police officer interjected, “what are we going to do?

“Well,” I said, “I guess I’ll pay the fine if that is what is required of me.”

This answer didn’t seem to please the police officer. He repeated the same question, this time asking it in a way that suggested there might be an easier way out.

When I didn’t answer, he became more direct and asked me if I had “any propositions.”

At this point it became pretty clear what he was getting at. He wanted a bribe. I didn’t want to give him one, of course. But I also didn’t want to deal with any bureaucrats back in Moscow. What I wanted more than anything else was to get out of this police officer’s car and back on my bus. So, I pulled out my wallet and peeked inside. Three crisp thousand ruble notes. More bad luck. I’d have to start by offering him one thousand, the equivalent of about thirty dollars—a pretty significant sum.

I took one of the bills out of my wallet and showed it to my ‘captor.’

The police officer shook his head. I had clearly disappointed him.

In a kind, almost mentorly tone, he explained that since the fine imposed on people without work documents was much more than a thousand rubles, he couldn’t accept such a small sum. The way he said it, you might have thought that he was turning it down on principle. It seemed as if he was telling me, “I’d love to let you off for just a thousand, but I just can’t. There are rules, you know.”

After having my offer shot down, the first thought that popped into my head was whether or not he’d consider changing a thousand. Maybe fifteen hundred rubles would work. In my mind’s eye, I saw him press the button that usually turns on the radio. Only this didn’t turn on the radio. The steering wheel suddenly opened and a cash register on springs shot out. The police officer pushed a button. Kaching. Before I could even bat an eye, the officer had snatched both thousand ruble bills from my hand, deposited them in the register, counted out five crisp hundred ruble bills, and placed them back in my outstretched hand.

“Would you care for a receipt, sir?”

It must have been the sheer outlandishness of those words coming out of a Russian police officer’s mouth that brought me back.

The police officer looked at me with a puzzled look on his face, “I’m sorry, but one thousand rubles is not enough.”

I opened my wallet and took out another thousand. This elicited an approving nod of the head. I took the two bills and held them out to the officer. Shocked by my lack of discretion, he politely asked me to place the money on the dashboard. Clearly, he was worried about someone seeing us. I guess this way he could say, however implausibly, that I had put the money there while going through my wallet in search of my work permit. I later learned that this is standard bribe taking procedure for Russian cops.

I got out of the car with mixed feelings. On the one hand, I felt relieved that I wasn't going to miss my bus and be late for the start of the summer semester at the American Home. On the other hand, I felt angry and frustrated at my own powerlessness because I suspected that I may very well have just been cheated. At the same time, considering the circumstances, it wasn't clear what other alternatives I had.

When I returned to Vladimir and told my story to the Russian staff at the American Home, they confirmed my suspicions. Teachers don’t need work permits in Russia. I’d been had.

During my two years at the American Home, I covered a lot of ground: Alexandrov, Yekaterinburg, Elista, Gus-Khrustalny, Istra, Kazan, Kiev, Kislovodsk, Kostroma, Murom, Nalchik, Nizhniy Novgorod, Omsk, Orel, Pereslavl-Zalesskiy, Plyos, Pskov, Pyatigorsk, Rostov Velikiy, Ryazan, Sergiev Posad, Smolensk, Tomsk, Tula, Velikiy Novgorod, Yaroslavl, Yurev Polskiy, Zheleznovodsk. After the end of my last semester, I went on an unforgettable hiking adventure in the Altai Mountains.

I hope my story doesn’t dissuade you from traveling in Russia, for many of my fondest memories are of my time on the road. In addition to all of the amazing things I saw during my travels, I also had the pleasure of meeting a number of fascinating people. There was the Kyrgyz man I shared a room with in Tomsk. There was the Buddhist monk from Ulan-Ude I met on an eastbound train. And how could I forget the gregarious and inquisitive young Kalmyk man who sat down between me and that drunkard en route to Elista?

So, travel, but be safe. Know what documents you need and always make sure you have money on your phone in case you find yourself in an unexpected situation. If you travel as much as I did, you might find yourself in a difficult situation from time to time, but the good will in all likelihood outweigh the bad. It certainly did for me.

Have a good trip! Schastlivogo puti!

*Alex’s blog post about the castle in the photo:
http://notesfromvladimir.blogspot.com/2010/06/spring-break-travels-part-6-around.html

NOTE: According to Oxana, the AH’s Assistant Director and “expert” on “required documents,” when the Federal Migration Service decides that we qualify to hire “teachers,” under Russian law they do not have to obtain “work permits.” In 2008-09, apparently to be on the safe side, bureaucrats who were new to the job decided that we were not allowed to hire “teachers.” The next year they decided that we were an “educational institution” which was allowed to hire “teachers” and, therefore, work permits were not required. This year, because of a delay in renewing our “educational” license thanks, in part, to a changed interpretation of the “rules,” we had to go back to getting work permits. We don’t yet know what we will be allowed to do for the coming year.

Clearly, each group needs to be sure they know what documents they need to have with them, especially when they are traveling. They also need to be prepared to contact the American Home if they encounter difficulties.

Alex might have been able to avoid having to pay a bribe if Oxana had been given the opportunity to explain to him - and the officer — that he did not need to have a “work permit.” Mobile (cell) phones with enough money on account to call the American Home are essential, especially when traveling. (We loan phones to all of the teachers.)

Spend your 2011 Spring Break in Russia!

2010-11-15T11:39:00.004+09:00

March 4 - 13, 2011 - come to Russia and spend your spring break involved with one of our two alternative spring break programs!

Program 1: Murom

Assist the legal studies English language program at the Murom Institute

Program 2: Vladimir

Assist the Youth Health and Education Center in Vladimir

CLICK HERE to download the complete details!

Alumni Update: Nicole Brun-Mercer

2010-09-30T22:40:00.002+09:00

Nicole Brun-Mercer, who taught at the American Home from 1996-1998, is currently living in the Haute Savoie, France, teaching English and translating. She has recently published her first novel, The Golden Ring, which was inspired by the two years she spent in Russia and which you can find at Amazon by clicking here. She is now looking for a publisher for her second work, The 18th Hole, which takes place in the French Alps. You can keep up with her meanderings, including a recent trip to Saudi Arabia, by following her blog at http://nicolemercer.wordpress.com.

Alumni Update: Austin Wallace

2010-09-16T22:42:00.004+09:00

Austin Wallace taught at The American Home from January to June, 2009.

Since my adventure in Vladimir, I have taught English in Yongin, South Korea, for 1 year, and I'm now trying to decide between jobs in Malaysia, China and South Korea.

When not teaching, I write music (click here) and poetry (click here - my poem appears on page 28).

Like most of the former teachers, I had an awesome time in Vladimir, and I hope to find an excuse to return someday.

Alumni Update: Jane Keeler

2010-09-16T00:32:00.005+09:00

Jane taught in the English program during the 2005-2006 school year.

Following my year teaching at the American Home, I taught English in Daegu, South Korea (2006-2007) and in Bishkek, Kyrgyzstan (2008)... and I am once again teaching in South Korea, where I plan to be through July 2011.

Last fall I began volunteering my webmaster services to the American Home - setting up the AH Facebook Page as well as this blog, and completely redesigning the official webpage of the American Home.

As you might guess from my photograph, I am an amateur photographer. Over the past few years I've had several of my photos published in travel magazines, and I even had one featured on an episode of the TV show Without A Trace. My photos can be viewed at janekeeler.com if you're interested. I'm hoping for an opportunity to return to Russia - to Vladimir in particular - to take more photos!

About The First American Home in (Vladimir) Russia

2010-09-15T23:39:00.002+09:00

Contact: Dr. Ron Pope, President
www.serendipity-russia.com
RonPope42@cs.com
(309) 454-2364

The American Home in Vladimir was dedicated on the 4th of July 1992. Since then a great deal has been accomplished through this private undertaking. The foundation is the Home's highly regarded English Program which has grown from 70 students and three young American teachers in the fall of 1992 to eight American teachers, one Russian teacher (for the beginning level classes), and two experienced Russian “teacher supervisors” working with over 400 students each term. Two former teachers - one who is currently teaching English in Korea and one who is teaching Russian at Vanderbilt University - are both are making important contributions.

Besides teaching English to Russians, the American Home is also licensed to teach Russian to foreigners. The students study one-on-one with excellent tutors in the middle of the Russian heartland. (Please see the website—which has been substantially revised.)

The earliest relatively large “special project” involved the acquisition and set up of donated playground equipment in 1993 at an orphanage and at a boarding school for deaf children. Since then we have initiated and made a major contribution to a law enforcement exchange program; provided substantial assistance to the regional basketball program; and assisted talented individuals seeking training in the U.S.—and more….

In 2004, 2007, and 2008 the AH made all the in-country arrangements for three very successful four week Fulbright-Hays Group Projects Abroad programs for a total of 43 American K-12 educators through the University of Illinois and the University of Chicago. We have initiated a very promising high school exchange program based on the Fulbright foundation. Two Illinois schools and two Vladimir schools are currently actively involved. (For more information, please see the website.)

Other recent projects have included assisting a graduate of the Vladimir Juridical Institute who completed her Masters degree in Criminal Justice Sciences at Illinois State University in August 2006 and helping a very gifted young jazz singer receive training in the U.S. (The singer, Yuliana Rogacheva, won acclaim at this past summer’s Montreux Jazz Festival.) We also initiated and are providing substantial assistance to a major tourism development project. Initial funding for this was provided by a Sister Cities International grant.

In addition to the above, we have established a loan fund for area musicians that has been used, among other things, to help produce CD's before concert tours. With the help of donations, we have assisted a Vladimir organization that provides counseling services and courses on "coping with life" for young people, their parents, and teachers; we have provided significant teaching materials and equipment to the English program in the nearby community of Murom; and w now sponsor Street Ball tournaments for boys under 18 and girls’ teams.

We are making a major effort to follow through on the tourism project. In this connection, among other things, we have prepared a map of Vladimir for tourists in both English and Russian, and we are continuing to develop an English language web site for the City of Vladimir (www.vladimir-russia.info). We recently put online a history of the region for visitors: http://www.serendipity-russia.com/historys.pdf, and work is being completed on a companion video. Finally, we have prepared a 10 minute "introductory video" which can be viewed here: http://www.youtube.com/americanhomevladimir

The American Home was conceived in 1991 as a project that would contribute to Russia's transition to a stable pluralist system. Dr. Ron Pope, emeritus professor of Russian politics at Illinois State University and founder of Serendipity-Russia, hoped that the Home would open the door to trade and investment that would benefit the people of Vladimir. At the same time, he wanted to pursue other projects that would help make the transition between the initial “revolutionary” changes and eventual stability.

While in a number of ways the business climate has improved, especially during the initial years of transition, neither trade nor investment came easily to any part of Russia. It is hoped that the tourism project in particular will contribute to economic development. At the same time, the American Home will continue its efforts to "make a difference" through its other projects, including its English and Russian programs.

For comments on this project, see:
http://www.pantagraph.com/articles/2008/04/11/life/doc47ff79063b273005578180.txt
http://www.uscenterforcitizendiplomacy.org/share-stories/entry/ron-popes-story/

Alumni Update: Malina Dumas

2010-09-14T02:30:00.001+09:00

I had a great experience this past summer at the American Home working on the film "Vladimir: A Short Video Introduction" for Serendipity-Russia. When I arrived, the English teachers for the 2009-2010 academic year were still in town teaching summer courses, and I was happy to be reunited with my friend Carly Chenoweth from Wellesley College as well as to meet the others. They helped me explore the city at night while I studied its history and worked on my project during the day. I was also able to sit in on Carly's class to get a better idea about how the English program is run and I was very impressed. After the American teachers left, I got to know some of the Russian students who take courses at the American Home and they became close friends. (The picture above is me with my friend Alyona.) They taught me about student life in Vladimir, provided advice for my film, and gave me lots of practice with my Russian. Between conversations with them and with my wonderful host mother that the American Home set me up with, my Russian improved a great deal even though I wasn't taking any formal lessons.

Now I'm in Chisinau, Moldova conducting research on human trafficking through a Fulbright grant. I'll have plenty of opportunities to use all the slang my Russian friends taught me because just about everyone in the city speaks Russian fluently and I've heard plenty of students start sentences with "блин" already. In addition to my research project, I will also be called upon to give presentations about American culture and lead English discussion groups and I know I will think back to what I observed in the American Home when I prepare for those meetings. Thanks to Dr. Ron Pope and the staff of the American Home for giving me this internship opportunity and helping me with the project.

Alumni Update: Alison Garrett

2010-09-12T12:45:00.000+09:00

Alison Garrett taught in the English program during the 2007-2008 school year.

I'm currently working at Vanderbilt University in Nashville, TN. I'm the Associate Director of the Hubert H.Humphrey Fellowship program, which is a Fulbright Exchange program bringing accomplished professionals from developing nations to the United States for academic study, leadership development, and professional engagement in the field of education. This year we are hosting 13 Fellows from 10 different countries including Pakistan, Bahrain, Myanmar, Nepal, Chad, and the Palestinian National Authority.

Vladimir, Russia: A Short Introduction

2010-09-12T12:25:00.000+09:00

Vladimir, Russia: A Short Video Introduction from Serendipity-Russia on Vimeo.

Alumni Update: Brooke Ricker

2010-09-12T12:05:00.000+09:00

Brooke taught in the English program during the 2005-2006 school year.

Hi everyone! In May I graduated from the University of New Hampshire with my master's in TESL (many thanks go to Olya, Lena, and Galya for their help with the research for my master's paper). In a few weeks I will begin my post as an English Language Fellow in Nis, Serbia. I'll be teaching writing classes at the University of Nis and conducting workshops for local langauge teachers. If anyone will be in Eastern Europe in the next year, feel free to look me up!

Alumni Update: Britt Newman

2010-09-12T04:02:00.000+09:00

Britt taught in the English program from 2004 to 2006. He was Lead Teacher his second year.

My doctoral studies in Spanish at the University of North Carolina are going well. I'm continuing to specialize in contemporary Cuban literature, and within that field I'm most interested in literature written by children of bi-national, Russian-Cuban families (polovinas, as they call themselves). I'll take my PhD exams in September, and hopefully I'll be able to defend a dissertation prospectus by December.

The family is doing very well. Alex is 4 now, and we're expecting a baby girl in November. As for how my time in Vladimir continues to affect my life, I had an unexpectedly Russian experience in Spain (where we spent the 2008-09 school year). We met quite a few Russians in Seville, and our best friends were Belorussian immigrants. It was interesting to be temporary members of the Russian diasporic social group there, celebrating Orthodox Easter, shopping at the Russian store in our neighborhood, etc.

Britt and Alyona Newman on their wedding day in 2005. This picture was taken in the backyard of the American Home. They are pulling toothpicks out of an apple. The one who ends up with the last toothpick will supposedly end up "wearing the pants" in the family.

2010-2011 Teachers

2010-09-12T02:39:00.000+09:00

Left to Right: Adam Bloodworth, University of Georgia; Ann Murdoch, Boston College; Emily Peyton, University of South Carolina; Rudy Benik, University of New Hampshire; Rosalind Brayfielld, Carleton College ; Alli Germain, Indiana University; Bethany Stringer, Texas A & M University; Alex Bearden, University of Washington in St. Louis

Nomination for Citizen Diplomacy Award

2010-09-11T04:20:00.004+09:00

We didn't make the final cut, but it was definitely an honor to have been nominated.

Ron

FROM: US Center for Citizen Diplomacy
http://www.uscenterforcitizendiplomacy.org/share-stories/entry/ron-popes-story/
Ron Pope’s Story

By Gwenn Klinger

No one deserves recognition as an outstanding citizen diplomat more than Ron Pope, who for over the last twenty years has brought together a large number of citizens of Russia and the US in ways that have often greatly enhanced the lives of both Russians and Americans and fostered better mutual understanding. Ron's involvement began more than 50 years ago after he chose Russia as his focus for a class assignment and has not ceased. Prior to the collapse of the USSR, he had led eight groups on trips to the Soviet Union and has made over forty more trips since then.

In 1989, Ron was involved in the signing of a Sister City agreement between Vladimir, Russia, a community of over 300,000 residents, in the heart of that country and Bloomington-Normal, Illinois, where he was teaching Soviet politics at Illinois State University. That led to an agricultural exchange that he arranged the next summer. This turned out to be the first step in nearly 20 years worth of more successful projects than one could imagine possible, even with all the help from both sides of the ocean that Ron has managed to enlist. When he has seen a need, he has tried to find a way to meet it.

In 1992, a major step, which has been the foundation of all the subsequent successes, took place. With essential assistance from fellow ISU professor of industrial technology, Dr. Ed Francis, and a number of other Americans and Russians, Ron organized the construction of a model American home in Vladimir. This included lining up donated building materials and American construction specialists who volunteered their time and skills. When the Vladimir City Administration was not able to contribute financially because of the economic downturn in Russia that began in 1992, Ron sought funding in the States. His father, Russell Pope, a California resident who remains an avid supporter, came forward with the funds that were needed to cover shipping and other costs beyond the in-kind contributions that were provided by more than 50 North American firms.

The home was dedicated on July 4,1992, with a gala celebration involving citizens of both countries. It has a white rail fence, a well-groomed yard with flowers, and has set an example for Vladimir residents to consider. To this day people continue to come to the Home to take photos and to see what a typical American home looks like. Most important is the interaction the Home fosters between Americans and Russians. Its foundation is the Home's highly regarded English program, which has grown from 70 students and 3 young American teachers in 1992, to 8 American teachers, one Russian teacher and 2 Russian supervisors working with over 400 students each term. The American teachers live with families in the community which helps to
enhance their understanding of Russian culture. The American Home also provides Russian classes for foreigners, a lecture series, Saturday movies, and the celebration of American holidays. Several former teachers from the English program, including one that taught at the American Home for three years, are now assisting with operations on the American side.

Overall, more than 100 primarily young Americans have taught in Vladimir since 1992. In the process a great many lives have been significantly influenced. (See the video for some specific examples.) The success of the English Program has made possible the pursuit of a number of other projects. One of the first was the development of a relationship between the American Home and a local orphanage.

Beginning with some very high quality donated playground equipment, over the years bikes, good quality shoes, medical supplies, and other items have been provided by American visitors. A comprehensive program to attract tourism to the area has been in place since 2004. This has involved projects such as improving signage for local sites, translating website information, and technical assistance for the enhancement of the tourist experience. The funding for this tourism project initially was provided by a Sister Cities grant.

Also, the American Home played a substantial role in initiating and sustaining for a number of years a law enforcement exchange program that included extended stays in the US by about a dozen Russian law enforcement specialists, one of whom earned a Masters degree in Criminal Justice from Illinois State University.

In 2004, 2007, and 2008, the American Home participated in successful four week Fulbright visits for a total of 43 American K-12 educators through the University of Illinois and the University of Chicago. Based on the Fulbright foundation, a high school exchange program has been initiated between two Illinois schools and two Vladimir schools in cooperation with the University of Illinois Russian, East European, and Eurasian Center. Support for the arts has included establishing a loan fund that has been used, for example, to produce CDs prior to concert tours. Arrangements were made for a very gifted young jazz singer, Yuliana Rogacheva, to receive training and performance experience in the US. At this summer's highly regarded Montreux Jazz Festival, Yuliana was voted most popular by the audience and was given second place by the judges -- out of 75 initial entrants in the vocal competition. (The panel of judges was headed by Quincy Jones.) These are just some of the "special projects" the American Home has pursued over the years.

For several years, special tours of Russia that included a week in Vladimir were provided for Americans. Among the activities during that week were a visit to a local school, an evening with a Russian family, an evening with a group of women quilters, and a visit to the orphanage mentioned above, as well as interaction with the teachers and students at the American Home. I was a participant in one of those tours and became acquainted with Ron Pope at that time. I have never been so impressed by the dedication and persistence of an individual who is clearly trying to help make a difference. His focus is always on trying to identify worthwhile projects and then find ways to take concrete steps that over time will hopefully contribute to meaningful progress, including especially better mutual understanding.

For example, arrangements have been recently made for a Vladimir girls basketball coach to visit the States this next fall to collect information for his "doctoral" dissertation comparing American and Russian approaches to teaching physical education. It is hoped that out this might come a program for further developing recreational opportunities for young Russians in particular. (In large part because of a shortage of funding, there is a significant lack of constructive things for young Russians to do outside of school. The plan is to get American and Russian students involved in the search for "affordable activities.")

Another recently developed idea is to have Russian students of English and American students of Russian correct and comment on essays each will be writing in their second language. The contacts made in America for recruiting teachers for the English program and students for the American Home's intensive Russian program will be used to attract participants on the American side for this new -- and very promising -- project.

In the 18 years since the American was successfully built -- to the surprise of the many skeptics on both sides of the ocean -- Ron Pope has never pursued personal recognition. In the opinion of many people familiar with what the American Home has accomplished and is continuing to accomplish, some recognition is definitely warranted. Ron will undoubtedly attempt to utilize any attention he might receive to help make it possible to get still more done.

To view our video, go to www.youtube.com/americanhomevladimir Click on Part 1 (in English)

Two comments:

Nils Wessell
• Ron Pope made it possilble for me to participate in the American Home on my sabbatical from the US Coast Guard Academy in 2000. The three months I spent in Vladimir and the region were the most intensive re-integration into Russian society that I have experienced since an academic year at Moscow State University in 1968-9. The quality of Russian language instruction for a visiting American was superb, the teaching and course work calibrated perfectly to my needs. Moreover, I had a chance to teach a couple classes to Russian youths learning English, itself an experience most Americans would love to have--and the American Home provided it all! Finally, the American Home provided terrific guidance and assistance in travel to neighboring sites of great historical and aesthetic interest. I am hoping to get back to the American Home again.

Meredith Clason
• As someone who participated in the summer Fulbright-Hays trip to Vladimir in 2008, I have seen firsthand how effective and efficient the programs developed by Ron Pope and the American Home are. This story is a well-deserved tribute to the dedication and hard work of the many people who have embraced Ron's ideas and helped him build not only The American Home, but bridges between the United States and Russia and a myriad of friendships along the way.

Ron's Trip Report

2010-07-30T22:31:00.000+09:00

My June 26-July 11 trip was especially productive.

Summary
I was able to "debrief" all but two of this past year's teachers; I met and worked with an intern from Wellesley College, Malina Dumas, who is preparing a video to go with the Vladimir history that is now on our website; met two of this summer's four Intensive Russian students; drafted a written proposal for setting up an independent tourism development organization and attempted to move that project forward; met the new director of the Oblast Tourist Information Center—and provided him with what hopefully will be some useful information; helped get things set up for this coming academic year's high school exchange program; attended the first annual AH-sponsored under 18 boy's street ball tournament; worked with Alexei (and subsequently David Johnson) on developing a new writing program for Russian students of English and American students of Russian; and discussed with David (while he was in town) and the Russian staff a variety of issues—and more.

NOTE:
David Johnson is playing an increasingly important role in the Serendipity-Russia (American Home) organization. He taught for three years at the AH—2001-04. He is currently teaching first through third year Russian at Vanderbilt University and is the Group Leader for the University of Arizona’s St. Petersburg Russian program. His contributions to the AH to date have included contacting more than 150 colleges and universities with Russian programs and providing them with information about what we have to offer. As noted previously, this was a major reason we had the largest number of applicants for our teaching positions ever this year -- 38. He also took the initiative in preparing the video about which I have heard only positive comments. And he is actively recruiting students for our Intensive Russian program. Finally, he is providing input on policy and administrative matters.

David clearly has a strong commitment to the AH. I'm sure he will be an increasingly valuable asset in the years to come.

English Program
The outgoing teachers presented me with a number of useful observations -- as did Lena and Olya.

For instance, the teachers pointed out that several of the movies now being used are not working out well. For example, A1 students reportedly have a lot of trouble understanding Forest Gump. They suggested that movie might work well at the “advanced intermediate" (C1 or 2) level.

Does anyone have any suggestions for what might work at the A1 level? (I encouraged considering using at least individual scenes from TV programs like I Love Lucy.)

For the record, some of the movies, for example, Father of the Bride (A2), apparently are a good fit for the level where they are being shown—and are very much enjoyed by the students.

In general, it was clear that this past year's teachers took their responsibilities seriously and worked well together and with the Russian staff. (We have high hopes for an equally good, if not even better experience with the new group of teachers.)

Much to my pleasure, I must admit, the customizing of the English program course materials that I pushed for "practical" reasons has turned out to have substantial substantive value. Both Lena and Olya have acknowledged that, what they initially thought would be time-consuming "busy work," has turned out to be very productive. Lena and Olya are able to target exactly what our students need to learn and to incorporate in the lessons the explanations, exercises, and supplemental materials that, based on past experience, have the best chance of working. In short, the customizing of the lessons is proving to make them more effective and easier for the teachers to present. All this is still taking a great deal of time and effort -- and Lena and Olya, assisted by Brooke Ricker, deserve a great deal of credit for their diligence and creative efforts. In short, this isn't something that just anybody could do.

Some former teachers, particularly Nicole Mercer (in addition to Brooke Ricker), have already made contributions to this effort. If you think you can be of assistance, please don't hesitate to contact Lena or Olya. They can specifically use things like brief, level-appropriate readings and exercises/activities. Ask them for the vocabulary and grammar lists they have prepared. (You can reach them through the AH address: ah@amhome.elcom.ru.)

Internship
Malina Dumas is making significant progress on the video for the City of Vladimir section of the history. And she is hoping to complete similar videos for Bogolubovo and Suzdal by the end of her 10 week internship.

The day I left for Moscow -- I overnighted there in order to do some shopping at Izmailovo, the now huge outdoor souvenir and flea market -- Malina was able to show a complete "draft” of the Vladimir section of her video to a small group that had come to town to take exactly the kind of walking tour presented in our "history." Malina has informed me that she received some good feedback. Alexei is continuing to provide suggestions as the work progresses.

I’m looking forward to seeing the final product—and making it available on the Internet.

Malina has also helped make recordings by native speakers of the vocabulary and dialogues for the Z1 course.

Olya is going to be teaching this course beginning in the fall. She will use what we recorded to present the material to the students. We hope to be able to arrange for more professional quality recordings which the students will be able to listen to at home.

Comment from Malina quoted in her hometown newspaper:
This is my third time in Russia, but for the first time I'm really starting to feel integrated into Russian society. Vladimir is a much smaller city than St. Petersburg or Moscow, and very few people speak English here. My Russian is better now than it was during my previous visits, so I have actually been able to make Russian friends and have become very close to my Russian host. I actually feel like she's my own babushka (grandmother).
-The Morning Sentinel, Waterville, ME

Intensive Russian
Thanks to David Johnson’s efforts, he did a great job of getting the word out, Nelli and Tanya, our two excellent Russian tutors, are being kept busy this summer.

Testifying to the program's excellence, the first student this summer had nothing but positive comments to make in his evaluation. For example, he had the following to say about his tutor:

I am very pleased with the way the Russian classes worked out. My teacher [Tanya] was always friendly and encouraging and actually had me speaking with more than just a couple of words or a sentence at a time (a first for me). She was also rather helpful with things outside of just teaching Russian, such as suggestions for things to do and places to go. I would gladly receive further instruction from her.
-Nick Shea, Purdue University

This program should definitely continue to grow.

Tourism Development
With any luck, we have reached a "tipping point" in our tourism development efforts. With significant input from Bruce Wicks, University of Illinois tourism development specialist, Alexei, and others, at the request of the Deputy Mayor responsible for tourism, Galina Vladimirovna, I have prepared a written proposal for the establishment of a Tourism Development Agency which will coordinate and make specific contributions to a comprehensive effort to promote Vladimir as an attractive visitor destination.

As envisioned, this organization will be set up under the "umbrella" of the American Home -- which should help give it some credibility as an independent, evenhanded "tourism development coordinator" worthy of support by the relevant travel agencies, hotels, and other tourism "stakeholders."

I also met with the new Director of the Oblast Tourist Information Center, Vladimir Vasiliev . He just recently took on the position. His background includes running a river kayaking business, teaching at the Tourism Academy for a number of years, and more. He had retired -- but obviously was attracted by the challenge of trying to get something done. In short, he appears to be the right man for the job. His only reason for being there is to try to get results.

Alexei and I told him about the tourism database program that Katya Lakshtanova put together several years ago -- with financial support from Karen Hasara -- as a part of our tourism development efforts. He knew nothing about this -- and was very glad to know that it was available. Getting this program up and running would be a major step.

We hope to work closely with the OTIC -- and other tourism stakeholders. We should be able to coordinate our efforts and just possibly make a significant breakthrough in promoting tourism in the Vladimir region.

High School Exchange
The high school exchange program we are attempting to put together on the foundation laid by the three Fulbright grants is getting off to a decent start.

This past April 3 students and 2 teachers from St. Gregory the Great High School in Chicago spent a week in Vladimir, where they were hosted by families from School #10. This was followed by a second week split between St. Petersburg and Moscow. While the second leg of their journey provided additional insight into the diversity of Russian culture and history, according to the lead trip organizer, the “person-to-person” program in Vladimir was invaluable.

Breanne Goldman -- from the 2008 Fulbright group -- along with her colleague Frank Edgeworth,organized this inaugural exchange program on the American side. Unfortunately, St. Gregory encountered significant financial problems which have resulted in it being unable to host a reciprocal visit. However, Breanne and Frank are independently organizing the group's visit to Chicago, where they will be hosted by families representing several different high schools. This unanticipated diversity should enrich the group’s experience.

The Russians will then travel to Tuscola -- where I am confident small-town Midwest hospitality will add additional valuable dimensions to their visit. Special thanks are due to Tuscola Community High School principal, Kyle Ransom, for being willing to participate in this project on short notice -- and to Katrina Chester, the U of I Russian, East European, and Eurasian Center’s new Outreach Coordinator, for recruiting him. (We are very pleased to have the assistance of the REEEC with developing this new program.)

The end of October, a group from School #36 will be hosted by Mahomet-Seymour High School. This visit is being organized by Tom Murdoch, a participant in the 2004 Fulbright program. Tom traveled to Vladimir this past March as a first step in organizing this exchange. This coming March Tom will take a group of American students and teachers to Vladimir.

In conjunction with the trips, the goal is for there to be substantial communication over the Internet. We hope to see both students and teachers getting involved in exchanging substantive information and ideas in part through the discussion of significant issues of mutual interest. (We are prepared to suggest topics -- and provide relevant readings -- to help get things moving.)

In a good illustration of “serendipity,” we are going to take advantage of the fact that Tom Murdoch’s daughter, Ann, was selected as one of our new teachers. With help from her father, Tuscola principal Kyle Ransom, The REEEC Outreach Coordinator, Katrina Chester—and others—Ann is going to prepare a presentation that will focus on Mahomet and Tuscola.

After Ann’s presentation, if there are no" technical problems," the two Russian groups will have a chance to ask questions of their American hosts via Skype

We hope to be able to expand and develop this program in partnership with the REEEC Outreach Program—and, eventually, other “Russian centers.” There is obvious value in getting kids seriously interested in Russia while they are still in high school. This program will also help young people who don't choose to pursue some form of "Russian studies" to better understand the world around them.

Street Ball
On July 4 we held the first under 18 boy's street ball tournament at a sports camp not far from Vladimir. It was a very pleasant setting -- and the teams played hard. Afterwards I asked the participants if they would like the tournament to continue. They answered unanimously and with enthusiasm, "Yes"! (See pictures of the tournament on Facebook)

Our second tournament for girl's teams is scheduled for September 26.

We can use assistance with getting appropriate items to give out at the tournaments. For each tournament we need 10 identical baseball caps to identify the referees and other tournament officials. We also need small items to give to each of the participants (up to 40 per tournament) -- these don't necessarily have to be basketball-related, just clearly "American" -- plus prizes for the first, second, and third place teams (4 players per team), the MVP, and a few other individual awards. One thing that would be very nice to have is one or more autographed photos from the NBA and WNBA or major university teams (photos of retired professional players would be quite acceptable) that specifically mention the American Home Street Ball Tournament. Digital copies of the photos can be printed as needed.

Additional Projects
On a related matter, Alexander (Sasha) Vlasov, currently a member of the physical education department at the Vladimir Juridical Institute and a coach for three girl's basketball teams, requested assistance with arranging a trip to the States to do research for his "doctoral" dissertation. He wants to compare the American approach to teaching physical education with the Russian approach. David Johnson was able to arrange a one-week stay in Nashville hosted by the University School. Sasha will then spend two weeks in Bloomington-Normal, Illinois as a guest of the Illinois state University physical education teacher training program.

He should be able to get all the information he needs for his dissertation.

As luck would have it, we have another example of serendipity at work. One of the teachers who will be accompanying the Mahomet-Seymour High School group next March happens to be the coach of a junior high school girl’s basketball team. The plan is for her to stay on in Vladimir an extra week or two and present some clinics for local coaches. (She will be following in the footsteps of former University High School varsity coach Cal Hubbard -- with whom Sasha will be staying while he is in Bloomington-Normal.See the section on basketball on our website for the history of this relationship.)

While Sasha is here we plan on exploring the possibility of setting up a program that will get young people here in States and in Vladimir involved in exploring "cost-effective" recreation possibilities that can be implemented in Vladimir -- where there is an acknowledged problem with a shortage of affordable constructive things for young people to do, especially over the summer when they are out of school.

As chance would have it, a large new park complex is being planned for Vladimir. This proposed "recreation development" project could provide input for the planning of this park. Once again, an opportunity for serendipity to work a little magic....

New Proposal—Writing Exchange
Out of necessity….

Alexei told me that the administration was adding to the teaching load of faculty at the former Pedagogical, now Vladimir State University for the Humanities -- without any extra pay. (I was told the same thing was being done at the Murom Institute.) Alexei wants his students to write as much as possible -- but he doesn't have unlimited time to grade papers. He asked about the possibility of having his students send their essays to American students who could correct mistakes.

We discussed recruiting American students who are studying Russian to help with this chore. The students in Alexei's class could send their comments on the topic under discussion to the Americans who would point out -- and possibly correct -- grammatical mistakes. The Americans would then respond to the content of their Russian partner's essay -- writing in Russian which Alexei's students would correct.

The more I thought about it, the more I thought this would be worth doing -- even without an increased teaching load.

If the students are discussing topics they are really interested in, they should put more effort into trying to communicate clearly. Also, there should be solid educational value in having the Russians and Americans exchange information and engage in critical discussion of, for example, gender relations, whether or not university graduates should be guaranteed employment, and underage drinking. The topics might be assigned by faculty or selected by the students, with faculty approval, or some combination of the two.

We are definitely going to pursue this approach, drawing on the substantial number of Russian language faculty contacts David Johnson has developed in the process of getting the word out about our English language teaching positions and our intensive Russian program.

Another example of serendipity at work?

Life at the American Home
On the Home front, as noted in a previous post, the staff has been hard at work making changes to meet safety code requirements -- and to make the AH a more comfortable and efficient place to work. For example, when I'm not there, "my room” is now used for lessons and office space. We need to get a decent quality "daybed,” so they won't have to set up and take down the existing bed when I come and go.

The primary safety changes are adding a staircase emergency exit from the small basement classroom with the window. (See the photos posted previously on Facebook.) And relocating the furnace. (According to the Russian safety code, our furnace needs to be at ground-level and with no occupied rooms above it.

The total cost for the furnace relocation is going to be about 1.5 million rubles -- roughly $50,000. Fortunately there is about 1.2 million rubles left in the reserve fund -- after paying for the new staircase. The rest of the cost will be covered by new income.

REQUEST FOR COMMENTS

I very much hope that some of you will find the time to comment on at least parts of this report. The one thing that has been missing so far in our Facebook and blogging experiments is substantive feedback. In short, please put in your two cents….

Ron arrives in Vladimir

2010-06-28T04:14:00.001+09:00

I arrived in Vladimir yesterday, June 26. My flights from Bloomington (Illinois) to Atlanta and then Atlanta to Moscow went smoothly. I had to wait a while for my one checked bag to show up. I then exited through the Green Channel with no problems -- and immediately found Yuri, the driver who usually takes me from and to Moscow. It was extremely warm -- over 30° centigrade or in the 90s Fahrenheit. And it was humid. Fortunately, his Chevy his has climate control.... Shortly after we left the airport we encountered our first "probka," or "traffic jam." The bridge we needed to be able to cross to get on the Leningrad highway and from there to the outer ring road was closed. And there was no clear way to get around this. Russian road maintenance crews seem to have a habit of doing their work without making provisions for traffic to get around them.

It took us more than an hour to get headed in the right direction. We then encountered several additional traffic jams, most of which were caused by "fender bender" accidents or cars that were broken down. The disabled vehicles were invariably old Soviet models. (At least 70% of the cars on the road today are foreign models -- many of which are now assembled in Russia. It seems that no one who has a choice wants to get stuck with a Soviet-era car.)

We obviously eventually made it to Vladimir -- and I saw that the American Home was in fact still standing.

I was especially impressed with the new "emergency exit" from the basement. It is impressive. And it is clearly justifiable. I'll add some photos later.

Alexei and Galya showed up not long after I arrived. We discussed some business -- but postponed most of that until Monday. They are celebrating their ballroom dance teacher's birthday today -- and I can do with the chance to rest.

I spoke briefly with two of the current teachers yesterday evening. More on that later.

Overall, things appear to be "under control."

I am looking forward to a productive visit.

-Ron Pope

A Perspective on the American Home Experience

2010-05-29T21:21:00.000+09:00

Teaching in Russia vs. Teaching in South Korea

Austin Wallace
Taught at the AH Spring & Summer 2009
Currently back teaching English in Korea

When I decided to try teaching at The American Home in 2008, my decision was based on a desire for a change of scenery, not a desire to change the type of work I was doing. After two years, the novelty of living in South Korea had worn off and I wanted to learn about Russian culture and the Russian people—I had no idea that the two jobs, teaching in South Korea and teaching in Russia, would be so different.

The most obvious difference, to me (maybe because I’m American?), was the salary. In Korea I saved $10,000 dollars in one year, while in Vladimir I wrote home several times to ask my parents for small loans to tide me over. As difficult as it was to accustom myself to living within very limited means, I believe it was a good experience. Many people in Russia don’t have extra money to burn whenever they are bored, and I believe that this lack of money contributes to something I’ve discovered about the Russian people—they seem to enjoy life, to appreciate all its detail and variety, in a way many Americans and Koreans do not. It might be wishful thinking, but I hope my time in Russia has enabled me to savor life, and not rely as much on empty diversions.

Another difference that struck me was the amount of autonomy and accountability teachers at The American Home have. When American Home teachers have a pedagogical question, they can ask their fellow teachers or the Teacher Supervisors (Lena and Olya) for advice, but ultimately each teacher has to decide how to teach the content. This means that the new teachers tend to rely on Lena, Olya and others for guidance, but they become more self-reliant as they gain experience and confidence. With all the feedback from students, there is also no question about which teaching approaches are successful, and which are not. My students’ Spring semester evaluations made it clear that my use of a movie was not as helpful as it should have been, which led me to change how I presented that movie, The Truman Show, in the Summer semester. This accountability means you can’t shirk the blame when things don’t go well, but it also means your sense of accomplishment will be well-deserved when things you try work.

In comparison, English teachers in Korea have fewer opportunities to improve as educators. The focus of teaching English in Korea is on helping students pass standardized tests like the TOEFL, which diminishes the importance of actual communication.

As was especially the case in Russia during the Soviet period, in Korea the emphasis is on memorization and regurgitation, a method that is neither fun for the teacher or the student. Therefore, teaching in Korea is at times an uncomfortable highwire act, with Western teachers trying to balance their home countries’ ideas about effective language education (communicative and student-centered) against their host country’s expectations (pass the test; get a great job; never use English again).

Also, in Korea, because the students’ parents pay as much as one third of their monthly income for tuition at the private schools, they feel entitled to complain if they don’t think their child is being taught what he or she “needs to know.” This can lead to awkwardness when, for example, a parent with minimal English skills calls to ask why their eight year old daughter doesn’t know the English word for “radioactive.”

In contrast to Korea, where most of your time is spent with students generating income for the school’s owners, teachers at The American Home spend at least twice as much time on lesson-planning and teacher meetings where, among other things, pedagogical problems are discussed. This means that American Home teachers have the opportunity to actually become competent, and in many cases excellent, teachers.

The biggest difference to me was the average age of the students, which in Korea is seven or eight vs. probably eighteen or twenty at The American Home. There are a lot of advantages to teaching young children: their curiosity is contagious, they will come to love you, and you can watch them grow up knowing that you have helped them do so. However, if you want to learn about a country, interaction with adults is a necessity. During my first two years’ teaching in Korea, I only made two or three Korean friends. One reason for this was that my Korean language skills were hilariously incomplete. For example, in conversations with adults I’d get strange looks when I used children’s slang.

The biggest disadvantage to not spending more time with adults in Korea was not getting a sense of the “soul” of the country. I don’t know if it is possible to capture the essence of a country merely through talking with its adult citizens, but after working in Russian for just six months, I do feel that I know that country better, and like it better than Korea, largely because of the time I spent with my students at the American Home.

NOTE: To be fair to the Koreans, it should be mentioned that the vast majority of for-profit English language schools in Russia, as well as in Japan and elsewhere, understandably tend to focus on “maximizing income” and, therefore don’t put as much emphasis on lesson planning and feedback as does the AH. (See the relevant sections of the collected essays -- soon to be available on the website. In short, the American Home English program is unique in a number of ways) –RP

2010-2011 Teachers

2010-04-23T23:36:00.000+09:00

Click here to meet the 2010-2011 teachers!!

The upcoming new teachers have been hired!

2010-04-14T05:16:00.000+09:00

The last two teachers have been hired! It was a challenging process. There were more really solid applicants than we had positions to fill. The last few decisions were especially difficult to make.

Two things were especially helpful this year--in addition to having a large pool of solid applicants to hire from. 1) The input from both David and Brooke on this side and from Galya, Olya, and Lena at the AH. I especially liked having AH staff participate in the interviews. 2) The ability to conduct interviews via Skype video. Facial expressions were sometimes more "communicative" than what applicants were saying.

I hope we will be able to use Skype for regular "meetings" throughout the year. The one problem is that when more than two computers are on line, video apparently isn't available. (Does anyone know if there is a way to get around this?)

Info--"head shots" and brief bios--on the new team should be up on the website by next week. Jane can post a note when she has been able to take care of this.

We will also invite this year's teachers to reflect on their experience--with brief notes here and longer comments on the blog.

~Ron

An update from Ron Pope

2010-04-04T00:37:00.000+09:00

This year we had 38 applications for the eight teaching positions in our English program -- the most ever! Former AH teachers Brooke Ricker (2005-06) and David Johnson (2002-04) here in the States and Galya, Lena, and Olya in Vladimir all contributed to selecting what we thought were the top 16 prospects, each of which we have tried to interview at least twice via Skype video. (For the record, it does seem to be very helpful to be able to see -- and not just hear -- the candidates, despite the frequent technical problems with the video and sometimes the sound.)

The selection process is proving to be a major challenge. But the end result should be an excellent group of new teachers.

When the selection process is finished, we will introduce the new team on the blog.

With the help of the former teachers, including webmaster and Facebook and blog monitor Jane Keeler and input from a very busy Sarah Rorimer, and the extended participation of the staff in Vladimir, we are clearly making significant improvements.

I am especially appreciative of the help with the screening of the applicants.

When the dust settles, I promise to provide a major update here on the blog.

Former AH teacher publishes novel featuring Vladimir

2010-03-29T09:14:00.000+09:00

Former American Home teacher Nicole Brun-Mercer, who taught at the AH from 1996-1998, has recently published a novel set in post-Soviet Russia entitled The Golden Ring and featuring Vladimir - it can be purchased online here. She has book readings scheduled in California, New York, and Washington DC - check out the information below and try to make it out to see her if you get the chance! You can read an article by Brun-Mercer on ESL Focus, and you can also find out more on Facebook.

Study in Vladimir, Russia!

2010-01-25T07:46:00.000+09:00

The American Home Intensive Russian Program

The American Home program is unique. Because of the broad scope of our work in Vladimir, we are able to provide opportunities that are beyond the scope of other Intensive Russian Programs, including:

• academic programs customized to the needs of each student;
• flexible program scheduling;
• relatively inexpensive program cost;
• one-to-one study with experienced faculty;
• homestay with a carefully selected Russian family;
• “Russian friend-conversation partner” program;
• on-site 24 hour administrative support;
• opportunities to participate in the American Home's other special projects – assisting orphans at a children's home, street basketball tournament, law enforcement exchanges, tourism development, etc.;
• comfortable, home-like, atmosphere;
• well-equipped classrooms;
• chances to meet and socialize with the more than 400 Russians participating in the American English Program at the American Home each semester;
• and much more!

The Intensive Russian Program at the American Home in Vladimir is more than just a language study course. It is a unique opportunity to delve deeply into Russian culture, knowing that there is a sturdy and tested safety net nearby. You have the chance to take healthy risks and meet interesting and educational challenges during your stay in Vladimir.

Our Russian language faculty are acknowledged – by Russian language university professors and other academic professionals in the United States, former American Home students, and others who have witnessed their teaching talents – as ranking among the best in their field.

For more information: www.serendipity-russia.com

The AH is now on Facebook!

2010-01-23T11:13:00.000+09:00

If you're a Facebook user, the best way to keep up to date on the goings on in Vladimir and at the American Home is via our Facebook fanpage - click here :-)

A short history of the American Home

2009-11-19T07:00:00.000+09:00

The American Home, Vladimir, Russia

The American Home in Vladimir was dedicated on the 4th of July 1992. Since then a great deal has been accomplished through this private undertaking. First and foremost is the Home's highly regarded English Program which has grown from 80 students and three young American teachers in the fall of 1992 to eight American teachers, one Russian teacher (for the beginning level classes), and two experienced Russian “teacher supervisors” working with over 400 students each term.

In addition to the classes offered, the English Program sponsors a lecture series, Saturday movies, and the celebration of American holidays. The American Home also regularly arranges workshops for area English teachers and hosts visiting English language students from surrounding communities.Besides teaching English to Russians, the American Home is also licensed to teach Russian to foreigners. The students study one-on-one with excellent tutors in the middle of the Russian heartland. (Please see the web site for additional information, including student comments.)

The American Home's other projects started with the acquisition and set up of donated playground equipment in 1993 at an orphanage and at a boarding school for deaf children. Since then, our “other projects” have included the initiation of a law enforcement exchange program; substantial assistance to the regional basketball program; and assistance to talented individuals seeking training in the U.S. In 2004, 2007, and 2008 the AH made all the in-country arrangements for three very successful four week Fulbright-Hays Group Projects Abroad programs for a total of 43 American K-12 educators through the University of Illinois and the University of Chicago. We are in the process of developing a high school exchange program based on the Fulbright foundation. (For more information, please see the main web site and the American Home's newsletters at: www.serendipity-russia.com/alumninews.htm)Other recent projects have included assisting a graduate of the Vladimir Juridical Institute who completed her Masters degree in Criminal Justice Sciences at Illinois State University in August 2006 and helping a very gifted young jazz singer receive training in the U.S. We also initiated and are providing substantial assistance to a major tourism development project. Initial funding for this project was provided by a Sister Cities International grant.

In addition to the above, we have established a loan fund for area musicians that has been used to help an accordionist purchase a new instrument to replace one that was stolen and has helped others produce CD's before concert tours. With the help of donations, we have assisted a Vladimir organization that provides counseling services and courses on "coping with life" for young people, their parents, and teachers; and we have provided significant teaching materials and equipment to the English program in the nearby community of Murom.We are making a major effort to follow through on the tourism project. In this connection, among other things, we have prepared a map of Vladimir for tourists in both English and Russian, and we are continuing to develop an English language web site for the City of Vladimir (www.vladimir-russia.info). We have initiated an effort to organize discounted package tours. And we are completing work on a history of the region for tourists, and pursuing several other related projects.

The American Home was conceived in 1991 as a project that would contribute to Russia's transition to a stable pluralist system. Dr. Ron Pope, a now retired professor of Russian politics at Illinois State University and founder of Serendipity-Russia, hoped that the Home would open the door to trade and investment that would benefit the people of Vladimir. At the same time, he wanted to pursue other projects that would help make the transition between the initial “revolutionary” changes and eventual stability.Over the ensuing years neither trade nor investment has come easily to any part of Russia. It is hoped that the tourism project will contribute to economic development. At the same time, the American Home will continue its efforts to "make a difference" through its other projects, including its English and Russian language programs.

American Home dedication, July 4, 1992

For a published article on this one-of-a-kind project, see: http://www.pantagraph.com/articles/2008/04/11/life/doc47ff79063b273005578180.txt

This will be up and running soon!

2009-11-16T08:41:00.000+09:00

Hi everyone! My name is Jane and I worked at the American Home during the 2005-2006 school year. I've been asked by Ron Pope to set up a blog for the American Home... and this is where it will be once we get up and running. Please check back frequently for updates!!