My First Year as a Language Assistant
Are you nervous? Having trouble sleeping?
Do you find yourself checking your e-mail obsessively? Does your heart pound
when you see the mail truck near your house? Are you constantly wondering,
“Where will I be in October?” If you answered, “Yes,” to any of these questions,
you may be suffering from a condition known as Auxiliary Anxiety Disorder, or
Auxangst, as it is commonly called. Auxangst is a serious but treatable
condition common in people applying for and participating in the Spanish
Ministry of Education’s North American Language and Culture Assistants program.
Some known causes of Auxangst
include, but are not limited to, the lack of information provided by the MEC
about program specifics, the nuisance that is the application process, the very
long wait for placement information, the search for appropriate housing, unruly
Spanish children, and English teachers with very limited knowledge of the
English language. While the only known cure for Auxangst is to not participate
in the program at all, many sufferers are able to manage their symptoms by
following a few simple steps: staying informed and in contact with other
sufferers on the Expatriate Café, going with the flow, and maintaining their
sense of humor (along with a healthy diet and regular exercise).
Being a language assistant in Spain is not
all sangría and sunshine. It takes skill to live on 631 euros a month.
Immigration can be a nightmare. There are difficult moments, frustrating
situations, and minor annoyances that can wear at your nerves little by little.
That’s right: it’s a job. Nevertheless, many of us have decided to stay
on for second and even third years, and, though I have heard rumors about some
(wink, wink), I doubt that we are all masochists. So what, then, makes
being a language assistant worthwhile, how does one cope with the molehills that
sometimes look like mountains, and who am I to say?
Last things first. I came to Spain in 2001
as a college junior on study abroad. I fell in love with Sevilla’s lively
ambience, with the romantic scenery, and with a sevillano named Bruno. I
did not want to go home, but responsibility called, so I returned to the States,
graduated, and got a job that I loved, teaching Spanish at my old high school.
Four years and one Spanish-American wedding later, I received an e-mail about a
program for people to teach English in Spain, and Bruno and I decided it was
time to go back to where it all began: Sevilla. I applied to the program not
knowing what would come of it, but by the time I was accepted to Andalucía, we
had already decided to make the move either way. In July I was delighted with
the news that not only had I been placed in Sevilla capital but in a primary
school very near our neighborhood. We sold, shipped, or packed everything and
were on our way.
I arrived in Sevilla in late August,
located my school, and re-familiarized myself with the city. In September, I
stopped by the school one morning to introduce myself. I feared a cool reception
or, worse, that they would not know who I was or why I was there, but I was
warmly welcomed by the Jefa de Estudios (something like a dean) and the
Bilingual Project coordinator. My fears laid to rest, they proceeded to explain
the bilingual project and what my role would be. Everything they said was
congruent with the program guidelines, and they have kept their word. I work
twelve hours a week, during which time I have three coordination hours to work
on planning with teachers involved in the bilingual project. My hours are all in
blocks (Tuesday 11-2, Wednesday 9-2, Thursday 10-2), and they do not discount
the thirty minute recess time from my twelve hours. Apart from the first month,
I have always been paid on time.
The teachers at my school, whether or not
they are involved with the bilingual program, always make an effort to ask me
how I am and to involve me in conversations. They have expressed interest in me
as a person as well as in American culture. They are curious, too, to know how I
perceive their culture and what differences I notice between American and
Spanish schools. They listen to me when I speak, even though it takes me a
little longer to express my ideas than it would a native speaker. One English
teacher even gave up her recess break during three months to teach me to dance
sevillanas, a regional folk dance, in preparation for the April Fair.
As for the kids, well, they’re kids. Some
of them are cute, some are annoying, some are fresh, some are sweet. Most of
them are inquisitive and enthusiastic about learning English and knowing a
“real” English speaker. They are proud when they know how to answer a question
in English, even if it is something as simple as saying “I’m fine thank you, and
you?” when I ask them how they are. It is very gratifying to me, as a teacher,
to see my students progress in their linguistic development, especially in their
growing capacity to speak spontaneously. I have run into a few of my students
outside of school, and they have all greeted me with a happy, “Hello, Teacher!
How are you?” That’s a great feeling.
So when Alberto is cracking jokes,
Verónica is flirting with Ramiro, and José is in a world all his own, I try to
stay positive and simply do the best I can. When I have to wait in an
interminable line at Immigration just to get a number and wait some more, I try
to remember that it is a necessary step to live where I want to be living. So if
you are suffering from Auxangst, take a deep breath, be patient and flexible,
and take responsibility for your own happiness, and your symptoms should
subside. And if all else fails, more severe symptoms or occasional flare-ups may
also be treated with one or two (or ten!) doses of Cruzcampo, available
over the counter at your local bar de Paco.
(c)2007 Stacy
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