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Codie Chaudoin’s desire to become an English Language Fellow stemmed from her belief in the power of education to effect social change. She had been working in a Title I elementary school in Annapolis, Maryland, for three years when she decided to apply to be a Fellow. Looking into her school district’s ‘Leave of Absence’ policy, she found that she would be able to take a one to two year leave for teaching abroad.

Chaudoin was placed at Queen Rania Teacher Academy in Jordan to implement an early literacy training program for English teachers working with grades 1 through 3. Chaudoin was able to use what she’d learned from multiple teacher training programs with her school district and TESOL International in her work with Jordanian teachers. Additionally, Chaudoin had taken courses to become certified in reading as part of her school district’s initiative to develop literacy skills in ESOL students. Although she didn’t know it when she applied, this background prepared her for her particular project.

When she returns after her second year in Jordan, Chaudoin hopes to continue to work in the nexus of English language and literacy teaching, either working as a literacy coach or a teacher specialist in an ESOL department. But no matter what role she finds herself in, she feels that the wider perspective she gained as a Fellow will benefit her.


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In this month’s 30@30 Featured Story, Kay Westerfield shares her contributions to English for workforce development… https://t.co/QoLnIAXnfL

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