Louie B. Nunn Center for Oral History

Interview with Aaron Haim Shraberg, February 20, 2007

Louie B. Nunn Center for Oral History, University of Kentucky Libraries
Transcript
Toggle Index/Transcript View Switch.
Index
Search this Index
X
00:00:00 - Family, educational experience, and applying for Peace Corps

Play segment

Partial Transcript: Peace Corps Oral History Project interview with Aaron Shraberg on February 20, 2007 in Lexington, Kentucky.

Segment Synopsis: Shraberg was born in New Orleans, Louisiana and was raised going between New Orleans and Lexington, Kentucky. He studied English at the University of Kentucky with a concentration in creative writing. He wanted to live abroad and have an adventure so he started considering the Peace Corps and was invited to go to China to teach English. He describes the application process. He discusses his experience with learning and using the Chinese language.

Keywords: Childhood; Families; Higher education; Language and languages

Subjects: China.; Chinese language.; Creative writing.; Education, Higher.; Employee screening; Employees--Medical examinations; Employment interviewing.; English; English literature.; Interviews.; Jewish students; Lexington (Ky.); Medical history taking.; New Orleans (La.),; Peace Corps (U.S.); Travel.; University of Kentucky; Volunteers

00:14:44 - Peace Corps training

Play segment

Partial Transcript: So tell me something about, uh, your training or, or sort of what happened after the, after the acceptance of, uh--

Segment Synopsis: Shraberg discusses his staging and training, saying the trainers kept them on their toes. He discusses traveling to and arriving in China. He discusses his roommate Darren and where his group went for training. They each lived with a Chinese family. He would get up before sunrise and eat breakfast and walk to training. They had technical training, including cross cultural issues and how to be a teacher in China. They had a three hour lunch and rest break. Afterwards, he had a rigorous Chinese language class. He discusses spending time with his host family. He discusses their doctor and health screenings and prevalence of psychological problems.

Keywords: English as a foreign language; English as a second language (ESL); Host families; Southwest University of Science and Technology (China); Teaching English as a foreign language (TEFL); Teaching English as a second language (TESL)

Subjects: Adjustment (Psychology); Anxiety.; Beijing (China); Chengdu (China); China.; Cross cultural communication; Culture and communication in Asia; Culture shock; Depression, Mental.; Education.; English language--Study and teaching--Foreign speakers.; Families.; Food habits.; Food.; Friendship.; Homestay; Immigrant experiences; Immigrants.; Intercultural communication.; Interpersonal relations.; Language learning and language teaching; Language teachers; Lifestyles.; Manners and customs.; Mental health.; Mianyang Shi (China); Occupational training.; Peace Corps (U.S.); Stigma (Social psychology); Teachers.; Teaching.; Training; Travel.; Visitors, Foreign; Voluntarism; Volunteers; Worry.; Xi nan ke ji da xue (China)

00:35:41 - Teaching English as a foreign language

Play segment

Partial Transcript: So, uh, the, the training was how long?

Segment Synopsis: After training, Shraberg returned to Chengdu. Shraberg went to Lanzhou for his work, teaching university level Chinese students. He describes his housing situation, his working environment, and his interactions with students. He discussed American culture with his students. He discusses his difficulties with teaching.

Keywords: Lanzhou (China); Lanzhou University of Technology; Teaching English as a foreign language (TEFL)

Subjects: Adjustment (Psychology); American Culture; Anxiety.; Apartments.; Attention.; Chengdu (China); China.; Communication.; Cross cultural communication; Culture and communication in Asia; Culture shock; Education--Study and teaching.; Education.; Electricity.; English language--Study and teaching--Foreign speakers.; Friendship.; Heating.; Housing.; Intercultural communication.; Interpersonal relations.; Language and languages; Language learning and language teaching; Language teachers; Lanzhou li gong da xue; Lifestyles.; Manners and customs.; Miscommunication; Multilingual communication.; Passenger trains.; Peace Corps (U.S.); Students.; Teachers.; Teaching.; Travel.; Voluntarism; Volunteers; Worry.

00:51:59 - Adjusting to being in China

Play segment

Partial Transcript: Uh, what was, wh, wh, wh, what was the most difficult, um, adjustment for you?

Segment Synopsis: Schraberg's biggest adjustment was that everything was new. He would discuss his teaching difficulties with other volunteers and his students. He was best prepared for using the language. He was prepared for the cultural barriers because he grew up as a Jewish minority and had to reconcile his culture with the mainstream culture. He tells a story about his experience with ethnic identity where he and his Korean friend would go out to buy fruit but the friend wasn't seen as American but instead as Chinese and he was perceived as the foreigner until his novelty wore off. For recreation he exercised, played tennis, visited with friends, and went to tea houses. He discusses his travel experiences within the country.

Keywords: Acceptance; Free time; Friends; Social life; Traveling

Subjects: Acculturation.; Adjustment (Psychology); Anxiety.; Assimilation (Sociology); Beijing (China); Belonging (Social psychology); China.; Chinese language.; Communication.; Cross cultural communication; Culture and communication in Asia; Culture shock; Education--Study and teaching.; Education.; Emigration and immigration--Psychological aspects.; English language--Study and teaching--Foreign speakers.; Ethnic relations.; Exercise.; Friendship.; Hainan Sheng (China); Hobbies.; Intercultural communication.; Interpersonal relations.; Jewish teachers; Jews.; Jiangyou (China); Kashi (China); Language and languages; Language learning and language teaching; Language teachers; Leisure; Lifestyles.; Mandarin dialects.; Manners and customs.; Miscommunication; Multilingual communication.; Peace Corps (U.S.); Recreation.; Religious minorities.; Social integration.; Social interaction.; Social norms--China; Social norms.; Spring festivals; Teachers.; Teaching.; Tearooms; Tennis.; Voluntarism; Volunteers; Worry.

01:10:32 - Impact of Peace Corps / Returning home

Play segment

Partial Transcript: I guess you've talked a little bit about your interaction with, uh, uh, both volunteers and--other volunteers and, and, uh, host Chinese, uh--

Segment Synopsis: Shraberg discusses getting to know one of his students who wanted to talk about serious issues like Chinese college students committing suicide. He thinks it was important to be there as a non-Chinese person to expose people to something that wasn't familiar. The experience taught him how to be respectfully outspoken about problems, how to say no, and how to be a good public speaker. He says his experience gave both him and his students confidence. He and his new girlfriend traveled around Europe for a month after his time in Peace Corps. He missed home and spent time readjusting. He mentions a book he found helpful called "The Art of Travel." His parents were very proud of him.

Keywords: Effects; Experience; Impact; Lessons learned; Returning home; The Art of Travel (Book); Traveling

Subjects: Adjustment (Psychology); Boundaries.; China.; Chinese language.; Cognition and culture.; Communication and culture.; Communication.; Confidence.; Cross cultural communication; Cultural awareness.; Cultural intelligence.; Culture and communication in Asia; De Botton, Alain; Education--Study and teaching.; Education.; English language--Study and teaching--Foreign speakers.; Friendship.; Individualized instruction.; Intercultural communication.; Intergroup relations.; Interpersonal relations.; Jewish teachers; Language and languages; Language learning and language teaching; Language teachers; Lifestyles.; Manners and customs.; Miscommunication; Multilingual communication.; Peace Corps (U.S.); Public speaking.; Students.; Suicide.; Teachers.; Teaching.; Travel.; Tutors and tutoring.

01:29:59 - Life in the U.S. after Peace Corps and impact of Peace Corps

Play segment

Partial Transcript: Uh, what, uh, what was the impact then on your career path?

Segment Synopsis: Shraberg learned that he loved teaching and loved working in China. He hopes to be working in a business capacity in a developing area of Asia. He describes what he did when he returned to the U.S., including applying to graduate schools and trying to get into a routine. He wants to travel to China and other Asian countries. He is still in contact with people from his time in Peace Corps. He discusses being in charge of communication for some volunteers and how personal communication worked when he was in China. Peace Corps made him understand the importance of the U.S. to him and discusses differences between the U.S. and China. He says the spirit of the Peace Corps' drive for positive change has stayed with him and that Peace Corps is still important to have.

Keywords: Careers; Effects; Future; Goals; Impact; Lessons learned

Subjects: Adjustment (Psychology); Business.; China.; Chinese language.; Cognition and culture.; Communication and culture.; Communication.; Cross cultural communication; Cultural awareness.; Cultural intelligence.; Culture and communication in Asia; Education.; Friendship.; Intercultural communication.; Intergroup relations.; Interpersonal relations.; Jewish teachers; Language and languages; Lifestyles.; Manners and customs.; Miscommunication; Multilingual communication.; Peace Corps (U.S.); Social norms--China; Social norms.; Teachers.; Teaching.; Thailand.; Travel.