Speaking English first thing in the morning is becoming easier for Xangyi Zhu. She no longer has to wait for her brain to adjust to English instead of Mandarin. She had no choice since it is the one common language she and her roommates share. Japanese and Korean are also heard in this small space filled with bunk beds, books and piles of clothes. Where are these girls waking up? Not in a Hong Kong hostel or a beach house in Thailand. These girls are waking to the crisp mountain air at Squaw Valley Academy. Once again this area is host to young adventurers from around the world, almost 50 years after the 1960 Olympics.
The international students, comprising half of the SVA population and mainly coming from China, are here to get an American education, improve their English and without a doubt to take advantage of the world-class ski slopes within a mile from their dorm rooms. What they might not have expected is that the large population of international students has created a microcosm, providing an education in world cultures. ‘I try to speak English as much as possible during the day but it’s hard because there are so many Chinese students here. My roommates and I teach each other words in other languages too, so I’m learning more than just English,’ explains Xangyi, or Sasha, as she is known at SVA. The international students have adapted to a very different lifestyle, including choosing an American name to make pronunciation easier for other students and teachers.
Going to an American university is the goal of most international students at SVA. Shen ChunChen, known as Evelyn explains that the competition in China is fierce and attaining an American education can put her ahead of her peers. Another draw for international students is the variety of subjects offered in American schools. Yujie Chen, known as Johnny, expands on the lure of an American education, ‘I want to learn something different than I can in China. There are subjects I can’t learn there that I can here. In China they focus on math and science.’
The shift in culture is intense for international students at SVA. ‘In China, I just went to class, listened to the teacher and then had a test. There are no choices in the class or discussions,’ says Zhouying Jiang, known as Shirly. ‘In America there is a more relaxed atmosphere. The teacher gives you choices about how to answer things. In China it is just one way.’
Since Squaw Valley Academy opened in 1978, the faces, languages and cultural background of the students have changed drastically. In 1985, the school began to enroll international students to meet the changing demand of potential boarding students. Although the numbers of students from abroad were minimal to start, with the population now reaching close to 50 percent, there is a real opportunity for students to learn about world cultures firsthand. Chris Rees, SVA Chief of Operations, welcomes the variety of experiences and perspectives that the diverse student body lends to the atmosphere of the school. ‘The international students provide a good learning opportunity for the American students as well,’ Rees emphasizes.
Nick Silvestri, a junior from Monterey, California, has developed an appreciation and respect for people of diverse backgrounds. ‘I like hearing their stories about where they come from,’ he said. ‘There are also times when there’s a great deal of miscommunication and I have to be patient. I enjoy helping them practice their English.’ Nick has gained an international perspective on the world and is also proud to introduce his country’s strong points. ‘I feel very happy when they have a good experience here. Sometimes I feel like our country doesn’t appeal to other countries, but I think people just need to experience it for themselves.’
Teachers use these multi-perspectives to enhance discussions that flourish in the classroom. While studying the industrial revolution in the U.S. History class I teach at SVA, for example, a few students from China expressed a very different opinion about the problems the monopolies posed against the working class than their American peers. The Chinese students felt strongly that the workers deserved better conditions while the Americans found it easier to sympathize with the industrial tycoons such as Carnegie and Rockefeller. Without much prompting, an interesting debate ensued, one in which I learned as much about my students as they about the subject and each other.
At the same time, the diversity creates unique challenges for teachers. Foreign countries host different standards and curriculum, which are unknown to the U.S. teachers. Ryan Jezek teaches English as a Second Language. After a few weeks of frustrated attempts to teach the state-designated 10th grade literature, he never felt certain they understood the content. He then created a curriculum focused on learning the structure of the five-paragraph essay to give them a concise framework for organizing their thoughts. His sense is that his Korean, Chinese, and Japanese students are unfamiliar with this English format of written expression and that if they leave high school without its mastery they will have a hard time succeeding in higher American education. Since starting this new curriculum Ryan’s students have improved their writing from three sentences to entire essays. The structure has given them confidence as to what is expected of them.
Sasha’s time at SVA has offered new experiences she could never have duplicated in China. She reflects on these adventures after a one-week trip to Pinnacles National Monument where she challenged herself both physically and emotionally on the face of a rock cliff. ‘I miss my family, friends, and culture a lot. Sometimes I feel lonely, but I know these experiences are giving me more opportunities for the future.’ Students and teachers have found a commonality to bridge the gaps that at first appeared looming. Relationships have been built upon the knowledge that everyone wants the same thing: to learn and grow from a unique, international opportunity.
