When I went abroad to Cusco, Perú, my program offered a service-learning component.  The service-learning component acted as a deciding factor for me to go through the program.  The program offered several options for service-learning placements including at an alpaca farm, afterschool programs, kindergartens, medical centers, and a human rights organization.  They conducted phone interviews the winter before I left with those who signed up for service-learning. During the phone interview, they took note of my level of Spanish fluency. We had a basic conversation, asking where I was from, where I went to school, and what I enjoy doing.  This conversation mattered because some positions, like the human rights organization, required higher levels of fluency whereas the alpaca farm did not require these levels of Spanish. They also asked what I was looking for in a position. I told them that when I went abroad, my main goal was to gain Spanish fluency, and I viewed service-learning as an opportunity to speak more Spanish with the local community.  I ranked working with children and the human rights organizations as my top two choices. They gave me options on the same call, saying I could do either. They recommended that if my goal was indeed to practice Spanish, working with children would be my best bet. The other position revolved around administrative tasks and Microsoft Excel which would have also been a great opportunity, but I figured I could develop these skills just as easily with an English-speaking position in the United States.  I confirmed being placed with children. Continue reading →