Harvest International

Written by Sophia Madayang.

Looking back at my high school experience, I was unsure what route I wanted to take. I knew that I was going to college; mom made it clear that was the option. My class during senior year changed my perspective drastically. Rather than completing redundant essays and worksheets on the history of literature, my teacher took a different approach. His charismatic demeanor reeled students right into each lesson. With humorous videos and collaborative games that he would host, my classmates and I were submerged into learning more about English Literature. I could vaguely recall daydreaming at my desk, envisioning my future: I wanted to be an educator. 

At my university, Cal Poly Pomona, my English courses have influenced my passion for writing and understanding cultures. When it comes to writing, I have always found fulfillment when creating song lyrics and poetry; my journal is filled with writing about pain from the past and obstacles within the family, which have been the most recent focuses of my writing. In my journal, I share deep emotions that I feel too afraid to share with anyone in person. Writing has become more than a collection of feelings: it holds a piece of me that is too scared to express to the world. Besides writing being a factor for my chosen major, knowledge of cultures from around the world has given me great interest. From Chinese Civilization to African American Experience, I am eager to constantly be taught about various cultures. My favorite class, Latin American civilization, taught me the importance of culture within Hispanic communities. As an Ecuadorian, it becomes difficult to find connections to my roots, considering that our college courses do not touch upon South American experiences. Classes that teach about culture influence young scholars to explore a background that they may not be familiar with.

Through my internship with the CPELI program, I have been introduced to students of diverse nationalities. With the pleasure of working with these students from around the world, some obstacles were met when one of my students, on the autism spectrum, struggled a lot with working in groups. While understanding his and other students’ situations, I made sure to create a safe environment. Students were checked up on frequently and were given additional support to guide them in their education. As our class progressed, I made sure to check on each student individually to offer any additional support that was needed. Towards the end of the program, one of the students personally thanked me for his support and had given me a Christmas gift. His kind gesture had me reflect on my interactions with all the students during the internship: conversations about their life back home, snacks they would share, and pictures that they would show me. Being in the internship taught me a lot and it even motivated me more to be an educator in order to help students grow in their academic journeys. As an ambitious student, who is eager to learn new concepts, I have completed my college academics within three years. Graduating early was merely unintentional where my enthusiasm to progress in my education was steered by determination toward my next goal: a masters degree. Through my educational journey and experience in guiding young learners, I have grown even more motivated to put in the work for this degree. With acceptance into USC, as well as pending acceptances to other universities, I look forward to continuing my English studies and research to strengthen my passion for writing.