For many years in Mongolia, Russian was the most popularly taught second language. During the socialist rule of the Soviet Union, it was taught intensively to Mongolian students starting at a young age. Not only did the Soviets mandate the Russian language be taught to these students, but it also banned them from learning English. After the Soviet Union broke up, however, most funding for Mongolia’s schools disappeared, leaving the education system strapped for not only teacher’s salaries but money for books.

Today, Mongolia is rebuilding its education system. Along with that comes the need for English teachers. Since English is the most commonly taught second-language around the world and is so widely spoken that it is referred to as a global language, it is important that Mongolian students have the opportunity to learn it. Not only will this improve education and literacy in Mongolia, but it will also give the students valuable language skills that can open up more job opportunities and career advancements in both Mongolia and around the world.

Though many people still speak Russian, English is quickly replacing it as the most popular foreign language spoken by the younger population. Many Russian language teachers are being retrained to teach English, but this solution provides teachers with only a textbook knowledge of the language. Because of this, native speakers are an important resource necessary to provide students in Mongolia with a comprehensive and useful grasp of the English language.

During my time in Mongolia, I would like to work full time with the English Language Institute teaching and learning about how English as a second language (ESL) is taught in Mongolia. I would like to focus on working with college age students or adults who already have a basic understanding of the English language and work with them, as a native speaker, to develop their speaking, listening, and writing skills to a point of fluency.

In addition to my teaching duties, I will conduct a survey of ESL schools in Ulaan Baatar. This study will address school success through a set of interviews, survey forms and promotional material. Factors include tuition costs, class size, structure, length, teacher preparation, teacher course load, pay scales, student expectations, satisfaction and attainment. Currently, Mongolia lacks guidelines for ESL teaching and certification. This study will identify premiere programs and make recommendations for emerging schools. Not only is this data useful for Mongolian students, but for policy makers, international institutions and future instructors.

Before leaving for Mongolia, I will interview Mongolian students in the Pittsburgh area concerning their experience leaning English. These students have obtained English fluency and will provide a critical baseline for ESL program success. Additionally, I will volunteer in local English as a Second Language classes so that I will have some experience prior to my internship. Pre-departure support will be acquired from the English Language Institute at the University of Pittsburgh and the Greater Pittsburgh Literacy Council.