Sophie Prado-Tucker '25 was awarded an ETA (English Teaching Assistantship) through Fulbright to teach in Taiwan. At 海角社区, Sophie was an Arts & Art History major, Asian Studies minor. Sophie鈥檚 Fulbright experience began in Fall of 2025 and came to an end on July 1, 2026.
We asked Sophie to share details and takeaways from her Fulbright experience in Taiwan, and here's what she said:
I teach grades 1-6 at an elementary school in Changhua County, Taiwan. My school is located in a rural township in the foothills, and most of my students come from families that work in local agriculture, growing crops like guavas, rice, and oranges. With only about 85 kids and one class per grade, I've been able to get to know all of my students very well.
The Taiwanese education system is similar to those of other Asian countries in the prevalence of cram schools. Distinct from supplemental tutoring we might be familiar with in the U.S., cram schools in Taiwan are private after-school institutions that primarily teach English and math at the Elementary level. About half of my students attend cram schools, a much lower figure compared to nearby cities. This means that differentiation has to be built into every lesson to engage higher and lower level learners simultaneously. This has made me a more patient and empathetic teacher, and I've found that regardless of their access to after-school instruction, most of my kids are enthusiastic about learning English.
Taiwan is also a very linguistically diverse place. Mandarin is the lingua franca of Taiwan, but many people throughout the island also speak Taiwanese Hokkien, which is the first language of many of my students. There are also substantial Hakka-speaking communities, as well as the many languages of Taiwan's Indigenous peoples. While my students are predominantly of Han ancestry, speaking both Taiwanese and Mandarin, there is also a community of students of partial Vietnamese descent at my school, and my school offers Vietnamese as a language elective alongside Taiwanese.
Outside of school, I have been learning Mandarin and exploring Taiwan with my fellow grantees. One of my favorite memories from my time here was when my cohort recently visited a traditional Chinese medicine shop in Changhua City. We got to make our own medicinal teas and learn about different ingredients from hawthorn and licorice, to seahorses and geckos.
With my grant ending in July, I am sad to leave Taiwan, but I am looking forward to returning to my hometown, New York City, to attend graduate school. I will pursue an MA/MSc in International and World History at Columbia University and the London School of Economics starting this fall. My first year will be at Columbia, followed by my second year at LSE, where I hope to develop further as an aspiring historian.
Read on to find out how Sophie got to Taiwan as she shares her application journey below.
Why did you choose to apply for this award?
Working with students has been one of the defining experiences that I've had at 海角社区, and I knew that I wanted to continue teaching after graduation. The Fulbright ETA program will allow me to cultivate a new skillset while building on the foundational teaching skills that I have developed at 海角社区. I chose Taiwan, in particular, because I am fascinated by the history of the region and desire to begin learning Mandarin while I am there.
Briefly describe the work you will be doing on your fellowship.
I will be spending 11 months in Taiwan teaching English alongside a local Taiwanese English teacher.
What are you most looking forward to during your time as a fellow?
I am most excited to meet my students, co-teacher, and fellow grantees. I cannot wait to learn about Taiwanese culture while teaching my students about the diversity of American culture, both within and beyond the 50 states. My mother is from Puerto Rico, and I am especially passionate about sharing this aspect of my heritage with my students!
How have your experiences at 海角社区 prepared you to apply for this award?
My first experience teaching at 海角社区 was through an 海角社区 Arts course, where I learned how to craft a syllabus and lesson plans for an elementary school art class. My sophomore year, through the same program, I taught an art class at Toland Way Elementary, through which I learned better classroom management and cultivated a desire to engage with students further. I am especially indebted to the Writing Center and Art & Art History Department for allowing me to work as a writing advisor and peer tutor, respectively. In these positions, I was able to get to know my students on a one-on-one basis and help them with their writing, which in turn cemented my passion for teaching. Professor Wakamatsu from the Art & Art History Department was exceptionally encouraging and supportive of my application, and I am so grateful for her mentorship throughout this process. The fellowship office was also an invaluable source in preparing my application.
What advice would you give future applicants about the application process?
Writing about yourself can be difficult and awkward at times. I felt very stuck throughout the beginning of the application process, not knowing what to write, and I found it helpful to start with bullet points or a rough outline before jumping into the writing process. It was also helpful to purposefully write in very simple prose at first before refining my work to sound more professional. Finally, get multiple eyes on your writing! Get advice from the fellowships office and ask professors you know well to look over your work. Good Luck!!