IndexIntroductionCultural Exchange and Teacher AspirationMy Aspiration for the ProgramPsychology Behind Education as a TeacherMy Teaching Qualifications for the FLTA ProgramConclusionIntroductionAs a second-year graduate student in English Language and Civilization, I find the Fulbright FLTA program a challenging prospect. From my first foray into the topic, I identified with the Foundation's mission statement. I believe my core values ​​regarding the importance of cultural exchange in today's world reflect its mission and multicultural experiences have shaped the person I am today. At the age of sixteen, my sense of independence and resilience were strengthened during a cultural exchange in Australia. Far from most of my cultural markers, and with the structure of my life upended, I made lasting friendships and learned to value another culture so foreign to my own. This experience, combined with my passion for teaching and my aspiration as a teacher, motivates me to pursue the Fulbright FLTA program and make a significant contribution to educational exchange between France and the United States. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayCultural Exchange and Teacher AspirationThis exchange, and many others that followed, influenced my mindset. As a result, I now want to play an active role in strengthening the friendship between the United States and France. My openness and warmth are qualities that will allow me to engage with the community and integrate into it by participating in local cultural life. Furthermore, it is one of my lifelong ambitions to teach French abroad. I am passionate about languages ​​and understanding cultural differences. My enthusiasm for French has already translated into educational efforts; becoming a Fulbright FLTA is, for me, the natural outgrowth of my teaching aspirations and desire to share my culture. My aspiration for the program First, I am an ideal candidate for the program, because I am dedicated to education and through my professional career experiences, I have developed a vision as an educator. The adversities I have encountered in the past have made me even more hardworking and motivated. After my first two years of college, I discovered that the field I had chosen to study was not one in which I would be successful. When I took the initiative to reinvent my path, I chose to study foreign languages. I found a passion for English which, combined with the unorthodoxy of my academic path, gave me the impetus I needed to start teaching others. Last summer, my knowledge of French and my affinity for English proved essential as a youth leader at a CISV camp in Switzerland. As an association, CISV promotes friendship between nations by organizing camps for children of all nationalities. One of the activities I oversaw was a debriefing following a guided tour of the Geneva branch of the United Nations. Drawing on my experience with the Model United Nations in middle school, I helped students recreate their debate about the United Nations. Participants appreciated the innovative format, while gaining some debate and negotiation skills. I am fully aware that instilling knowledge in students requires more than just understanding pedagogical methods. Managing a classroom requires dynamism, adaptability and organizational and leadership skills, which are characteristics I possess. Additionally, my current position at Acadomia© miallows you to teach students from different backgrounds. One of my most memorable students was a boy who landed in France from his native Thailand, with little more knowledge of French than I have of Thai. The social exclusion he was beginning to feel at school, as well as the difficult burden of seeing his siblings assimilate much faster than him, had left him full of resentment and sadness. The Psychology Behind Teaching as a Teacher My experience with this student taught me that the psychology behind teaching is at least as important as the lessons themselves. I have learned that the self-validation that comes from academic success breeds more success. As an educator, you must strive to be attentive to the needs of each student, even outside of the strictly necessary supply of academic materials. Having been a student of French and American teachers (as part of my Baccalauréat OIB), I know that the relationship developed by American teachers can be quite warm and open. I remember a number of teachers who encouraged me academically, but my American teachers went out of their way to do so. The show of faith shown by two of my teachers when the first insisted that I attend native speaker classes and then the second wanted me to participate in the Concours Général d'Anglais, allowed me to thrive. I learned English well and the jury of the national competition gave me an honorable mention; these anecdotes informed my understanding of the involvement an educator should have with their students' success. My Teaching Qualifications for the FLTA Program My qualifications for the FLTA program are as follows: I have a bachelor's degree in Foreign Languages, Literatures and Civilizations. My double major was in English and Spanish, while my minor was in Chinese. By July 2019 I will have obtained my master's degree in English from the Sorbonne. The focus of this course is on research; I am therefore well versed in the world of seminars, lectures and the process of conducting research for a thesis. I have experience in creating educational materials. In a university environment, material is occasionally designed by students. Professionally, I have had to develop programs for both large groups and individuals. In fact, I have years of experience as a tutor in French and English. As a result of this position, I have also developed skills in teaching French linguistics, French grammar, and helping students improve their communication skills. In addition to speaking fluent English and French, I also have a good knowledge of Spanish. I also have a certificate in Internet and Information Technology (c2i), which covers a wide range of skills. I am therefore able to renew my knowledge of digital practices independently. As for my professional ambitions, I intend to continue my studies beyond postgraduate school and eventually obtain a doctorate. Therefore, my desired future position as a university professor involves teaching and research, skills I wish to apply during my year abroad with the Fulbright Foundation. Indeed, as a language assistant, I hope to hone my skills as an educator and speaker. If I were to be selected as an assistant professor, I would like to have the opportunity to learn from a professor and be part of a team. Furthermore, in my free time, I intend to use the fact of being in the country and culture that most interests me as the basis for a thesis. My hope is to deepen my understanding of American culture through the classes I would participate in on campus and through my integration into American culture. I aspire to expand mine.