We chatted with translation instructor Evandro Rodrigues about the challenges of learning a new language and where his love of teaching translation comes from. 

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What is your advice for someone learning a new language? 

My greatest advice for people who want to learn a new language is, first and foremost, to open their minds to a new territory. What I mean by a territory is a combination of the culture of which the language is part of and the values the language has in terms of different grammar rules, different vocabulary, idiomatic expressions, different sounds, different ways of expressing the language. So they can give themselves the opportunity to immerse in the language and learn the language more effectively.

What do you love most about teaching translation?

What I love most about teaching translation is that I have the opportunity to explore the differences and similarities of two languages and at the same time to help students to reflect on those differences and similarities by raising relevant questions and finding the right renderings for even the most complex segments of phrases, sentences and texts. With this opportunity that they have in the course they can express their own identities in their translation.

What makes someone commit to learning a language? 

People don’t really have to learn a language for work. They might have a passion about music, culture, arts in general and this might trigger their interest in language. I had this student who came to me one day and he wanted to learn the lyrics to bossa nova music and after a few lessons he decided to go to Brazil with his wife and when he came back he told me that learning a language is not only about the language but the culture that the language is involved with.

Evandro Rodriguez has been teaching ESL and Portuguese to people from all over the world for over 15 years. He teaches courses in the Translation into Portuguese certificate at the School of Continuing Studies. 

With people around the world feeling the ripple effects of the COVID-19 pandemic, stress levels are at an all-time high for many.  

Staying calm and maintaining focus during a time of crisis is especially difficult. Luckily, practicing mindfulness can help reduce stress, increase focus and cognition and combat burnout. 

Recent studies have found that mindfulness meditation can increase happiness, decrease anxiety, and even change people’s perception of time. In the workplace, mindfulness can also help team members to manage frustrations and communicate more compassionately, a skill that is more vital than ever with so many people dealing with employment instability or the challenges of suddenly working from home.  

Moustafa Abdelrahman, who instructs courses in the University of Toronto School of Continuing Studies (SCS) Certificate in Foundations of Applied Mindfulness Meditation, says part of the appeal of mindfulness is that anyone can incorporate mindfulness into their life or work.

“I’m passionate about bringing mindfulness to our community, including the corporate world” says Moustafa. “Mindfulness is so accessible. You don’t have to be rich, young, or experienced. It’s at the very core of us. Being aware, attentive, and compassionate is who we are as human beings.”  

Moustafa’s vision for the future of mindfulness is crystal clear. “My dream is that anyone who feels different or marginalized, anywhere in the world, can have access to positive and peaceful ways of being through mindfulness” he says. “I hope to offer safe spaces for people to experience and explore their true identities, and provide healing opportunities that I didn’t have when I was young.”

Moustafa, who in addition to teaching is also a proud graduate of the mindfulness program at SCS, says he is excited to see it flourish. “I would love to see it become a world-wide phenomenon, it has the potential” he says. “People from all walks of life, from all over the world, should flock to this program. Everyone is welcome.”

In addition to teaching at SCS, Moustafa, who holds an MBA and has a successful career at Johnson & Johnson, facilitates mindfulness workshops for a variety of large organizations (past clients include General Electric, The Centre for Addiction and Mental Health, Toronto Public Health, and Sunnybrook Health Sciences Centre). He also provides one-on-one counselling, and leads the Mindfulness Meditation program at the 519, a City of Toronto Agency supporting the LGBTQ2S community.

 “This certificate has shaped the way I approach and teach mindfulness,” he says. “The courses integrate Eastern meditative techniques, scientific evidence, and practical applications of mindfulness. Together, they create a different way of seeing and being.”

Curious about what mindfulness can do for you? Explore our mindfulness courses here.

Jonathan Salem-Wiseman, (B.A., M.A., Ph.D.), has a talent for communicating complex ideas with clarity and passion. As a philosopher with extensive teaching experience, he lends his talent to SCS, instructing our course The History of Western Philosophy: Ancient and Medieval Thought. We sat down with Jonathan to discuss why philosophy is relevant-and exciting- in 2019.

SCS: Why do you think Biblical, Ancient Greek, and Roman responses to basic philosophical questions still stir curiosity in so many people?

JSW: I think it’s because they were the true, intellectual pioneers. The ancient writers were the first people who wrote long texts that raised, and attempted to answer, deeply human questions. Questions like ‘what is happiness?’ ‘what is justice? or ‘what happens when we die?’ These questions can’t be easily answered by straightforward appeals to experience; they require thought and reflection. I try to show that the ancient philosophers aren’t just relics or museum-piece curiosities, but individuals who had tremendous insights into their world and ours. So I think it would be arrogant to assume we have nothing to learn from their wisdom.  

People have always been curious about being human, about the cosmos, but the ancient philosophers were the first people who had the capacity to lay out big questions in writing, and that has shaped our understanding of things ever since. 

SCS: In your course, you explore topics like ‘are human beings inherently good or evil? Self-interested or altruistic? Isolated individuals or social creatures? Moral agents or just calculating animals?’ Why do you think there is still so much curiosity around these topics?

JSW: I think curiosity around such topics belongs to the human condition. On the one hand, we are biological creatures, yet we are also creatures who are deeply shaped by time, place, and culture. What we do, how we live, and how we organize and treat one another is not governed by a universal instinct. We are malleable animals—but not entirely! We are creatures who have lived very different lives in different times and places in human history. Human nature is hard to pin down, which means big questions cannot be easily answered. Hence our ongoing curiosity and disagreement.

What always complicates the matter, is that compelling answers can be given for contradictory arguments! To me, this is what makes philosophy thrilling. It’s also what can make it disconcerting; we need to be ok with open-ended questions and a lack of certainty.

I think being comfortable with discomfort is something we tend to accept and embrace more easily today, whereas most ancient communities were closed, deeply religious, and xenophobic. In 2019, we are more open, tolerant, and multicultural, so different ideas aren’t considered a threat in the way they were centuries ago. We realize there are going to be different answers offered by reasonable people for these types of big questions. Today, we are able to have open, free-wheeling philosophical discussions, and this, to me, is what makes philosophy fresh, exciting, and relevant.

SCS: What can the study of philosophy tell us about ourselves and contemporary society?

JSW: I think what’s so relevant about philosophy today, is how it works in tandem with other disciplines, such as evolutionary psychology or cognitive science. Philosophers today contribute to contemporary society by asking tricky questions, clarifying difficult concepts, and drawing out moral and political implications from empirical investigations. We no longer work in a silo; philosophers make meaningful contributions within a much larger tapestry of research. 

SCS: Tell us about the leaners in your classes– what is their motivation for taking our courses? 

JSW: What I love about continuing education, is the opportunity I get to teach all kinds of learners. My classes are very diverse, and everyone is there because they are deeply interested in the subject matter. I’ve taught retired teachers, mid-career engineers, publishing executives, and undergraduate students. They all have an interest in philosophy, yet many had put that interest on the back burner due to the busyness of life. Now, they are making the time to pursue their interest, which I think is fantastic.

My learners also enjoy the laid-back nature of my courses. They can learn, grow, and explore without the worry of marks, requirements, or meeting strict deadlines. I think they appreciate the freedom of the class; to learn without pressure. Some are more outspoken, and some are quieter, but they all enjoy the open atmosphere and comradery of a small and engaging classroom.

SCS: Do you think people have misconceptions about philosophy, and if so, what would you tell them to make them more curious?

JSW: I think a common misconception is that philosophy is just word play, or just opinion, and some people may have an attitude of ‘what’s the point, there are no answers anyway’. But what I try to show, is that those claims are themselves philosophical in nature; you can’t dismiss philosophy without, paradoxically, getting philosophical! There’s no real way of getting around philosophy; we just need to do it thoughtfully.

I also want to debunk any misconception that you need to come to my class with prior knowledge or expertise. I encourage my learners to begin from where they are. All you need is a willingness to explore, and an eagerness to embrace a variety of perspectives. Ancient writers are contemporaries if we read them carefully, and it’s my job to bring everyone into the conversation.
 
Jonathan Salem-Wiseman, (B.A, M.A, Ph.D.) is a philosopher with extensive teaching experience at Humber College, the University of Guelph-Humber, and York University, where he completed his doctorate. His areas of expertise include 19th and 20th century Continental philosophy, social, and political thought, ethics, and aesthetics.  Jonathan is an interdisciplinarian by nature and training, with an oft-noted talent for communicating complex ideas with clarity and passion.

In a fictional town in Northern England, the lives of its inhabitants connect and collide, weaving a narrative that readers can’t put down. Loosely based on time Leslie spent living in England, this collection of stories has earned her much recognition; first, our Penguin Random House Canada Student Award for Fiction, and now the Marina Nemat Award for Creative Writing. We sat down with Leslie to discuss her love of fiction, winning two awards, and her recipe for writing success.

SCS: The Richley Chronicles are based in a small town in Northern England. Some of the characters are expats, and a couple are anthropologists….just like you! Are these stories inspired by your personal experiences?

LC: Yes and no, and that’s the beauty of writing fiction; I have the freedom to take creative liberties, while being inspired by people and places in my real life. For instance, I lived in England for 17 years, including Northern England, and Richley is a similar setting with many similar features. But I didn’t want to be too constrained by facts, so made it a loose adaptation of the town I called home. 

As for characters in the series, their lives are intertwined and events reverberate. Some of them are inspired by my personal experiences as an American who has lived in England and then moved to Canada, and as an anthropologist. But others are purely the product of my mind. 

SCS: When it comes to writing, how do you get your creative juices flowing? 

LC: As Mary Heaton Vorse said, “apply seat of the pants to seat of the chair.” Writers have ideas all the time, but the key element to success is sitting down and producing them. An idea is a great start, but you have to sit and pound it out, then rewrite it again and again. Ideas plus time, that’s what gets you through. 

SCS: How does it feel to win two Creative Writing awards? 

LC: Kind of miraculous! I had just finished taking a course with Marina Nemat, and loved learning from her! She didn’t know I had applied for her award, so to win the prize she has endowed and will issue, is really special. Marina even sent me a note of congratulations, which was great. I’m also grateful to my mentor, Dennis Bock, who provided many revisions so my collection was ready for these competitions. His commitment to my work, and his expertise, were invaluable.

SCS: What’s your advice for people who want to start writing but don’t know how to start?

LC: Read! Do lots of reading, then write. Write anything…journal, letters, blogs; just start. For instance, I write a blog called Travails of a Transatlantic Transplant. And take writing classes! At SCS, they are offered in person, online, and at different campuses, so you can make it work. Also, talk to other readers and writers. Join a group, or start a group. That’s the magic formula: read, write, learn, and engage. 

Mandarin language instructor Efraim Klamph recently received an SCS Excellence in Teaching Award. This honour highlights Efraim’s flexible and creative instruction style, his responsiveness to diverse learner needs, and his deep passion for language instruction.

Efraim has lived in China for an extended period of travel, study, and work. In China and in Canada, he is devoted to combining his passion for the Chinese language and culture with his enthusiasm for education. As a non-native speaker, Efraim possesses first-hand experience of his students' learning process, and he is interested in sharing learning strategies and resources gained through his own development. He has a Master's degree in Education, and he has also taught English as a Foreign Language. Efraim has participated in a number of Chinese proficiency and talent competitions locally and internationally.

His personal experiences and learning insights allow Efraim to teach a variety of levels within our Conversational Languages: Chinese (Mandarin) Certificate. Throughout his courses, learners develop reading, writing, listening and speaking skills in Mandarin. By teaching the world's most spoken language, Efraim’s courses enable learners to enjoy travel, and show goodwill when meeting people in business or other social settings.

SCS: Why did you decide to explore poetry writing at SCS?

ECS: I used to write poetry back when I was younger, but hadn’t in years. Recently, I became interested in creative writing again, and wanted to find ways to stretch my abilities. As a journalist, I write every day for work, but I wanted to push myself as a writer and shake up my brain a bit … do something outside my comfort zone.

Last summer I was home visiting family in Toronto, and decided to participate in a SCS Summer Writing School intensive five-day workshop. It seemed like a great way to learn while on vacation, and I was familiar with the work of the instructor, Ken Babstock. I wanted to learn from him, and felt it would be a good way to get immersed in a new type of writing, put my head in a different space, and push myself. The workshop got me in the habit of creative writing. When I returned to South Africa, I was writing every day, and reading more poetry. In spring of this year, I wrote After Mining.

SCS: Your poems, After Mining, portray a brutal and vivid portrait of the mining industry in South Africa. What was your inspiration?

ECS: I’ve reported on the mining industry over the years. As a journalist, you’re always trying to tell a story in the most accurate way, to communicate clearly. For this work, I drew from my reporting, but treated it in a really different way, bringing creativity to the page.

Mining has been so fundamental to the South African experience. I wanted to explore how things are changing as the industry wanes. Through my reporting, I have been down one of the deepest mine shafts in the world; I’ve interviewed former miners whose health was ruined from working in unsafe conditions. I tried to bring some of that imagery to the poems. Mining is losing its importance to the South African economy, and I wanted to reflect on the deep impact it has had while also looking forward.

SCS: How has winning this award influenced your creative writing future?

ECS: It’s the first time I’ve ever submitted my poetry work to a competition (or anywhere, for that matter), and I wasn’t expecting to win! It’s been a motivating force to keep writing, keep submitting.

SCS: Any advice for aspiring writers?

ECS: I was so intimidated by my first Summer Writing School workshop. I’m used to my journalistic writing being read and shared, but this was in a creative space so I felt more vulnerable. But I found it to be a really positive place to share my ideas, and I felt very comfortable. My classmates and instructors gave really thoughtful and constructive feedback. It was a great experience, so my advice would be to push past your fear and go for it.

"My whole writing career is based on making lemonade out of lemons” says Ariel Ng Bourbonnais. At 33, after losing her first pregnancy at 8 weeks, Ariel was diagnosed with Low AMH, meaning she had a low egg reserve for her age. To process her shock and pain, Ariel turned to writing. “I had heard that writing about your feelings could help. Next thing I knew, I was hooked” she says. While completing her Certificate in Creative Writing, Ariel wrote about her personal experience; she found it cathartic to shed light on infertility issues, which afect approximately 16% of Canadians trying to conceive, according to government statistics.

Ariel’s instructor and mentor, author Shaughnessy Bishop-Stall, played an important role in her writing, guiding her and providing an interesting male perspective on infertility. Meanwhile, Ariel and two friends co-founded The 16 Percent, an online community dedicated to providing a safe space for couples and individuals to share their infertility and pregnancy loss stories. “I realized how much hearing other people’s stories of loss and courage helped me heal, and inspired my writing” says Ariel, who recently published a book of essays with her co-founders titled Through, Not Around: Stories of Infertility and Pregnancy Loss.

“I wouldn’t have been able to edit a collection of essays without taking the creative writing courses at SCS. They taught me how to present and edit my work, incorporate feedback into my writing, critique others’ writing, and provide feedback” says Ariel. She also credits her Certificate in Project Management, which she obtained prior to her Certificate in Creative Writing, for helping keep her writing schedule and content planning on track. “My project management abilities helped me manage my time better, and break my writing into steps. This allowed me to write over 50,000 words within a year while working full time.”

Looking towards the future, Ariel has big plans. She is writing (and aims to publish) a personal memoir, and plans to take our Non-Profit Leadership for Impact Certificate to help her grow The 16 Percent. “I would like to develop a web series about infertility to be shared Canada-wide” she says. “Learning at SCS has sparked my creativity and there’s no turning back.” Ariel is however giving back; all proceeds from the sale of her book will be donated to the Pregnancy and Infant Loss (PAIL) Network based out of Sunnybrook Health Sciences Centre.

For Thomas Ponniah, learning Farsi was a romantic gesture—a wedding gift to his wife. However, the fringe benefits have been exponential.

“My wife and her family are Persian, and when they interact with each other, they speak Persian. My background is not Persian, so I felt it would be nice for them if I could speak their language” says Thomas. “At dinners or events, they would speak English for me, but it wasn’t their natural language. There is so much more emotion and feeling when you speak your native tongue.”

Thomas’ wife Afsoon was born in Iran, and came to Canada as a refugee at age four. Today, she is refugee rights lawyer.  “When we were discussing getting married, I spoke to Afsoon’s parents. I said I want to study Persian, and that it was important to me to teach our future children Persian as well.”

After the wedding, Thomas stuck to his promise, and began studying Farsi at SCS. “Choosing SCS was an obvious choice. I didn’t want a tutor; I wanted to learn with other motivated students, and felt confident about the quality of instruction I would receive at U of T” he says. “My classmates were really committed, and they pushed me to be a better student.”

In fact, Thomas, who is a philosophy professor, found being in the role of student instead of teacher was very eye opening, and enjoyed learning from his instructor Alireza Bahrani, who won an SCS Excellence in Teaching award in 2017. “When you learn a language, you are witnessing a pedagogy. Watching how Ali taught was really inspiring. He teaches how to love a language. Ali encourages us to be enthusiastic, because he is enthusiastic! He brought in poetry, songs, and music videos to engage us in a more multidimensional way,” Thomas notes. “I’m normally in front of the class. Now, I have a better understanding of the learner experience, which has improved my teaching. You could say my goal was romantically inspired, but my craft has also benefited from learning at SCS.”

Another benefit has been his newfound ability to engage in Persian culture, and the Persian community here in Toronto. “There is a large, vibrant Persian community here. My beginner language skills allow me to engage in a new way. I have a fresh perspective and appreciation for the food, culture, and media” he smiles. “When you know a language, you start meeting new people in coffee shops, taking transit, wherever! Today, I feel a greater connection to Persian society.”

After completing his first Farsi classes, Thomas told his in-laws at a family dinner to only speak Persian, forcing himself to learn, engage, and show off his new skills. “Every now and then I would pipe in with a phrase. Sometimes that was ambiguous to be safe” he laughs. “But I was participating, which was great.”

Thomas’ goal is to continue taking Farsi courses at SCS, and would recommend the challenge of learning a new language for love. “There are so many cross-cultural relationships in Toronto. I think trying to learn your partner’s native language and culture is an amazing gift to give them and their family” he says. Thomas also admits that learning a new language requires the ability to let go, take risks, and not take yourself too seriously. “Right now, most of what I say in Farsi is fairly mundane. As a professor, I am used to knowing the most, but it’s very helpful to know the least in the classroom” he says. “Learning requires emotional and mental flexibility, to be comfortable being uncomfortable. Essentially, in class we all have to get used to laughing at ourselves while pushing ourselves to learn. It has been a great experience and I look forward to continue developing my ability to speak, read, and understand Persian.”

“My artistic sensibilities were born in Saint Lucia, in oral folk traditions” says Canisia Lubrin. “Every night, my grandmother’s folktales would usher me into a life of storytelling.” Canisia, who teaches our Poetry and Creative Writing courses, is a writer, editor, poet, and critic, who has been involved in arts administration and community advocacy for almost two decades. “I approach my classrooms as I do my work: with a sense of curiosity, a commitment to discovery, and a mission to expand the possibilities of literature” she says.

Her most recent collection of poetry, titled Voodoo Hypothesis, landed Canisia on multiple lists, including CBC’s Six Black Canadian Writers to Watch in 2018. “My writer mind is always active and alive; writing is how I live. My other passion is teaching” she says. Canisia feels that teaching is less about sharing her vision, and more about guiding learners through their own visions. She has taught retired grandmothers, learners right out of high school, and professionals in the height of their career, all of whom had the work in them, and just needed the nudge to put pen to paper. “Once they commit to starting the creative process, the path is already laid” she says.

Canisia, who holds a Master of Fine Art in Creative Writing, is currently working on a variety of projects, including another collection of poetry, some short stories, a novel, and a book of essays. She also plans to explore more teaching opportunities, and appreciates the mix of learners and perspectives in her classroom. “I think the richness of diversity at SCS bodes well for the health of literature in this world. The beauty of creative writing in a continuing education setting is that everyone can access it” says Canisia. “By removing creative writing from a strictly academic setting, the possibilities now and into the future are endless. For me, it’s a kind of freeing and democratizing of creativity.”

For Akiko Maruoka, learning a language is about more than just uttering words and sentences. “I teach how to express ideas and emotions, and the role that culture plays in effective communication” she says. After 38 years at SCS, Akiko is our longest-serving instructor. She came to Canada from Japan in her early 30s, and began working at Robarts Library at the University of Toronto, managing the Japanese book catalogue. Akiko then earned her Master of Education in Curriculum, Teaching, and Learning through the Ontario Institute for Studies in Education (OISE), and has been teaching a variety of Japanese language courses ever since.

Teaching runs strong in Akiko’s blood. “Instruction is very natural to me” she says. “Both my parents were teachers, as well as my two siblings. It’s who I am.” Akiko’s career began teaching junior high school in Japan. At the time, very few teachers were female. “Coming to Canada opened doors for me, providing opportunities to grow my teaching abilities” she smiles. “I’m really grateful for this.”

Akiko’s favourite part of teaching is connecting with her learners. “I love seeing their smiling faces, and mixing up my teaching styles” she says. “After all these years, it’s never, ever boring. They elevate my energy.” She also has a strong vision for the future of language instruction. “Information technology is changing and opening up more possibilities than ever before. Language education is and should evolve with it” she asserts. “Language instructors have an important role to play in guiding learners towards useful and reliable online information. But at the end of the day, no computer program or Google app can mimic the connections and contexts that evolve in a classroom.”

When she isn’t busy teaching, Akiko enjoys volunteering at a local seniors’ home. She views it as a way to give back to the country she loves. At 79, some would suggest Akiko should slow down and relax. “My friends say I’m crazy” she laughs. “But what can I say? I love it.”

“Sometimes we look at education as a means to get somewhere, or obtain something. But for me, learning is a gateway to self discovery” says Sally Abudiab, who recently completed SCS courses including Freelance Science, Medicine, and Public Health Writing, and A Grammar Handbook.

Sally is currently pursuing a Master of Science in Rehabilitation Science at the University of Toronto Rehabilitation Sciences Institute. Studying the recovery of behavioural inconsistency in moderate to severe traumatic brain injuries, she is passionate about helping others and advocating for health equity.

“The Freelance Science, Medicine, and Public Health Writing course taught me that the art of storytelling transcends all boundaries. It reminds us of who we are as people, and of what we share” reflects Sally. “As a health sciences writer, there is never a ‘you’ and ‘them’ divide- there is only us, equal and one.” Reflecting on her in-class experience, Sally felt immediately connected to her peers. The diverse backgrounds of her classmates- some were entrepreneurs, professors, scientists, graduate students, and editors of magazines- meant the networking possibilities were endless. “My instructor really encouraged us to work collaboratively and share ideas” says Sally. “I found it exhilarating to work with other people who are committed to making the world more just. We would talk openly about health disparities and inequities. When you put a group of people who are passionate about the same things in a room, great learning happens.”

Pursuing continuing education at SCS has improved Sally’s capacity to communicate, a skill she uses daily in her studies. “No one understood why I wanted to take a course on grammar, but I’m so glad I did” she laughs. “I learned how to make my writing colourful and engaging. Sometimes I’ll be in a meeting, and remember a strategy or tool that I learned at SCS. I get to share that knowledge with the group, and that makes me feel empowered.”

Looking towards the future, Sally’s ultimate goal is to help solve structural health inequities, and advocate for social justice. “Years ago, I was bored on a flight and opened up an in-flight magazine that was in the seat pocket in front of me. I came across a page that had an image of a cracked fortune cookie and a fortune that read: You only get in life what you ask for, not what you think you deserve,” she smiles. “I ripped out that page and still have it to this day. These are words I live by, and improving my communication skills at SCS enhanced my capacity to share my vision, and ask for real change.”

When Sara Leticia García Poo was offered the opportunity to travel from her Mexican community to study English in Toronto, she jumped at the chance. “When you get this kind of opportunity, you take the risk” she says. “With risk, you learn.”

As a recipient of the Consejo de Ciencia y Tecnología del Estado de Chiapas (COCYTECH) scholarship, Sara and eleven other women attended a month-long learning intensive in the English Language Program (ELP) at the University of Toronto School of Continuing Studies (SCS). The scholarship, which is offered by the State of Chiapas, supports indigenous women who are pursuing Master’s degrees.

Sara grew close with other COCYTECH recipients, including Amarantha Lizeth López Méndez, Mari Cruz Ruiz Cortina, and Tania Gómez Guillén. All four women found it difficult to leave their families, but collectively knew this was the chance of a lifetime; the opportunity to learn a new language while being immersed in a foreign culture is rare for indigenous women in their community.

“Being a mom, being a professional, and a local woman from Mexico, it’s difficult to get opportunities like this” explains Sara. “We don’t have the personal budget to be here, so this scholarship is great. We are examples for other women and for our children.”

The language barrier was intimidating at first for Amarantha. Working with her English for Effective Communication instructor Lorenzo Sclocco, who won the 2017 Excellence in Teaching Award, her skills steadily improved. She valued the unique opportunity to meet other learners from around the world, and found a new confidence. “U of T taught me a different perspective” she says. “I have learned to believe in me, in my options.”

For Mari Cruz, visiting Toronto marked the first time she had ever travelled outside of Mexico. At 43, this was an exciting opportunity, but also meant personal sacrifice. She struggled to be away from her children, however Mari Cruz knew she was setting a strong example for them. “They watch me, and they are proud” she smiles. Tania adds that their experience speaks to the power of lifelong learning, and its capacity to unlock new experiences and inspire self-assurance.

Having returned to Mexico, the women are excited to incorporate their new English language skills into their educational pursuits. Tania finds her new grasp of English helpful as she pursues her Masters degree in tourism, because she is now able to communicate with English-speaking visitors. Sara and Mari Cruz plan to incorporate their new language abilities into their pursuit of a Master’s of Education, while Amarantha is finding unique ways to apply her English skills as she explores a Master’s in Biochemistry.

Leaving their communities meant taking a chance on the unknown, but these four women agree coming to SCS was the right choice.

 “It’s been a dream” says Sara. “For us, it’s been a dream”.