Teachers in Bogota engage with native English speakers online

“Native speakers expose students to the natural use of the language, potentiating their fluency and confidence. They also offer an opportunity to teachers and students to learn about a different culture, which broadens their perspectives and fosters understanding,” explained Peace Corps Colombia’s Teaching English as a Foreign Language (TEFL) Project Manager, Ivonne Aguirre.

Peace Corps Colombia plans on piloting the placement of in-person Volunteers in the more rural areas of Bogota. In the meantime, Peace Corps’ Virtual Service Pilot connects partners like Bogota’s Secretariat of Education (SED) with U.S. citizens online.

In 2023, Minnesota-based Virtual Service Pilot Participant (VSPP), John E., co-facilitated two virtual English conversation clubs: one for 8 SED staff members and a second for 8 bilingual leaders. Over the course of 4 months, the clubs discussed topics such as cultural awareness and what life looks like in their different corners of the world.

“That was the first time we had a native speaker in a conversation club with staff. It was not just practicing [English]; it was also the opportunity to replicate what they learn through classroom activities and acquire cultural knowledge. We want to know more about the United States,” reflected Milena R., who collaborated closely with John. She went on to say that he shared a good deal about his home in the Midwest, made the effort to speak a bit of Spanish, and eagerly asked questions about Colombia’s education system: “He showed us that we have many things in common. Even though we are in different places, that doesn't mean we don’t share common values.”

Jaime O., SED’s bilingualism leader, explained the experience inspired SED to expand their partnership with the Peace Corps by requesting an additional 4 Participants in 2024. Three SED staff members, Dajana G., Milena E., and Sanyi R., joined Milena R. as VSPP counterparts. “We decided to pair a 'godmother' with each of the [Participants]; everyone has their own way of interacting and weekly schedule.”

New connections, same focus on strengthening local capacity

Two of the 4 Participants continued the conversation clubs while the other two focused on facilitating teacher workshops and developing classroom resources. SED carefully considered each VSPP’s unique skillsets for additional support and capacity-strengthening opportunities.

Annelise M., who previously taught English in Mexico, Japan, and Turkey, was one of the two VSPPs to support teacher workshops.

“I've always been interested in the Peace Corps, but I was never in a place financially to volunteer full time. I was excited I could maintain a full-time job while serving in this way.” Her participation strengthened her own understanding and connection to the Colombian students who attend the K-12 school where Annelise teaches.

This second round of virtual engagements proved just as successful. Annelise and Allen S. requested to continue their online collaboration with SED for an additional 5 months. SED plans to request the support of at least 6 more VSPPs in 2025 to meet the growing interest in online professional development. As of January 2025, more than 50 teachers across 75 schools have been involved.

Tips for strong online collaboration

Jaime encouraged other partner organizations interested in participating to approach virtual engagement as “a two-way learning experience.”

Milena R. went on to add: “If you recognize your skills [as the counterpart] and the skills of the VSPP— not only in knowledge but as human beings—you can find ways to make the VSPP feel comfortable and useful given the short time of the project.”

“Having great communication and understanding your different perspectives and work styles is key, and that goes both ways,” said Dajana G.

Interested in collaborating with dedicated partners like SED? Explore the short-term, virtual engagements.