Fadi Abughoush, an Arabic teacher at Lindblom Math & Science Academy in Chicago, IL, has been actively engaging his students in global education through iEARN programs. His students have participated in Storytelling for Change and NSLI-Y’s Classroom Connection, fostering cross-cultural exchanges and language learning. In this interview, our intern Yoojeong spoke with him to learn more about his experiences, the impact on his students, and his advice for educators looking to integrate global programs into their classrooms.
Q: How did you first get involved with iEARN, and what sparked your interest in these programs?
A: I first connected with iEARN over a decade ago. Every year, I had students applying to study abroad through various programs, including NSLI-Y, with students traveling to Morocco, Jordan, and Costa Rica. As the World Language Department Chair, I always encourage my students to study Arabic overseas. Later, I joined the Stevens Initiative and participated in the Storytelling for Change program.
Q: What was the experience like for you and your students in the Storytelling for Change program?
A: It was an excellent experience! It was my first time working with students from Tunisia and Algeria, as I usually connect with students from Morocco and Jordan. Over eight weeks, we held weekly video conferences and created amazing video projects. It was a great opportunity for my students to practice the language and learn about new cultures.
Q: You also facilitated a Classroom Connection between your students and NSLI-Y participants in Morocco. What was the goal?
A: I wanted to introduce my students to NSLI-Y and encourage them to apply. Many students weren’t aware of the program, so seeing juniors and seniors studying Arabic abroad inspired them. In fact, three of my students applied after participating, and one is currently waiting for a final decision to study overseas.
Q: Do you prepare students before and after their international experiences?
A: Yes. Before the program, I make sure my students are ready. After returning, students give presentations to share their experiences and encourage others to apply. My school has a large Arabic program, so there’s always strong interest.
Q: Did you face any challenges integrating global exchange programs into your curriculum?
A: Not really. My curriculum already emphasizes intercultural learning, so I can easily adapt projects to fit different units. The biggest challenge is scheduling due to time zone differences. I try to schedule my Arabic classes in the morning to align better with overseas partners.
Q: What advice would you give to other educators considering global exchange programs?
A: Virtual exchanges are an amazing opportunity for students to use their language skills in real-life situations. If traveling abroad isn’t possible, this is the next best thing. Programs like Storytelling for Change are well-structured and easy to integrate, with clear weekly tasks. Plus, they provide great visibility for schools, showcasing international collaborations in newsletters and reports.
Q: Any final thoughts?
A: These programs are incredibly valuable, and I highly recommend them to language teachers and global educators. They create lasting impacts on students’ learning experiences and broaden their worldviews.
