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美國籍的Katarzyna有著甜美的笑容，是孩子們喜歡的金髮姊姊

西北大學國際政治二/Katarzyna（美國籍）、譯者/王國帆

第一梯次：高雄縣慈德育幼院

說起我想參加這個計畫的原因，一方面可以讓育幼院的孩子認識不同國家的特色；另一方面，可藉由觀察志工的互動，讓孩子學習相互合作和尊重的精神。我們的團隊成員來自不同的國家，有波蘭、美國、比利時、越南、印尼，可以介紹不同文化給小孩子們認識。希望育幼院的孩子能夠有這樣的機會，去接觸其他文化背景的朋友，並且可以注意到彼此文化的相異處。

這樣一來，如果孩子以後遇到外國來的朋友，就可以較輕鬆地和他們相處，學習他國的語言，而不會感覺到彆扭。未來或許因為國際化的關係，他們會常常遇到不同文化背景的人們，我相信，他們已經知道該如何應對了。最重要的是，我們想要循序漸進地教導孩子們如何培養對於國際議題的興趣，這樣以後就可以專注於自己關心的東西。此外，希望自己能夠當好這些孩子們的大哥哥、大姊姊，敎他們唱歌、跳舞、做運動，一起享受快樂的時光。

二週期間，靜態和動態的活動都經過國際志工們精心的設計

在第一所-高雄慈德育幼院，小孩一見到我們就來個大擁抱，好像兄弟姐妹一般，從那時候開始，就培養了良好的情誼。而外國學生一直在語言溝通和團體運作上，受到台灣學生很大的幫助。有時候因為語言隔閡，我們比較難給予協助；不過大家還是很努力地去適應，也會想辦法跟小孩子溝通。

晚上一起討論隔天的活動，一天大約有三個課程的時段。總體來說，活動的內容包括：早操、舞蹈、歌唱、英文、體育，還有其他互動性的遊戲。英文教學一開始請大家乖乖坐好上課，然而孩子們實在太過好動了，只好採取互動教學。譬如：我們把體育課的內容帶入一點英文，當台上在示範時，我們就敎這些動作該如何用英文表達。

因為外籍學生都不會說中文，常常必須用其他的溝通方式，有時候是用手勢來協助，結果大家看起來就像是在做一些奇怪的動作，逗得孩子們都哈哈大笑。雖然搞得自己很沒有威信，不過真的覺得自己有拉近跟孩子間的距離，因為我們會一起歡笑一起悲傷。儘管，有時候孩子會因為聽不懂我的話而黏著不放，我想，語言不通反倒縮減了我們的距離。用餐時，我們就坐在孩子的中間，跟他們一起吃飯，大家像朋友一樣分享每天的感覺。每張餐桌都有一塊手寫板，靠著它就能互相學習英文單字和中文語彙。如果遇到溝通不良的情形，也會直接在板子上面畫畫，我覺得那塊板子真的很實用。

另外一件讓我驚訝的事，雖然那裡有很多孩子，他們卻非常遵守長幼有序的規範，而且年長的也會照顧年幼的。在育幼院裏，時間一到就會播放音樂，提醒他們現在應該做什麼事，像是洗澡、打掃、上課，都有不同的音樂。樂聲響起，就會看到一群大大小小的孩子趕快就位。如果是打掃時間，就拿起掃把跟垃圾袋去清理週遭的環境，即使是最調皮的小孩也會乖乖地去做事。而且，孩子很尊敬志工；如果我們請他們幫忙，一定不會被拒絕。   

為孩子們表演，陪他們同樂都是難忘的歡樂時光

我以前住過的地方，波蘭和美國，經常會看到非常調皮搗蛋的小孩子，不聽大人的話、只做自己的事，還會不尊敬長輩。本來，我以為在育幼院的孩子們會更加棘手、更難管教；可是我在這裡完全沒有看到這些情況。服務期間，孩子們表現得很乖巧，他們也對我們很友善。難得的是，比較年長的孩子，都不會欺負年幼的小孩，也不會跟他們爭食物或獎品；就我的觀察，他們還會非常有耐心地照顧弟弟妹妹，教導大家要聽哥哥姊姊的話。

我們在高雄還去了夜市和夢時代購物中心，那邊就像是個大型的餐廳，可是小孩子們看起來一點也不會被昂貴或精美的小禮物吸引，他們都很清楚哪些東西是自己可以負擔的，很有自己的想法。在服務的最後幾天，我們邀請小孩們舉辦一場盛大的表演會，他們很快地就開始計畫，一點也不拖延。我記得演出涵括了唱歌、短劇及彈吉他，表演得十分精彩。晚會最後，有段分享時間，讓大家回憶這段日子以來的點點滴滴，我看到的每個孩子幾乎都淚如雨下，好心疼。還好，後來我們一起跳了一段好玩的舞蹈，雖然是邊哭邊跳，最後每個人都破涕為笑了。

在那裡最大的遺憾是，有些孩子知道我們很快就會離開，所以，不敢把自己最真實的心情顯露給我們知道。即使我們在那裡待了二週不算短的時間，我覺得自己還是跟他們不夠熟。雖然在離開的最後一晚，很多孩子還都不捨地哭了…。

第二梯次：台北縣愛心育幼院

我參加的第二個梯次是在台北的愛心育幼院，同樣也是兩星期，而這次我們有四個外籍志工、三個台灣學生。因為有上次的服務經驗，我覺得大家合作起來比較熟練了。而且，這裡的小孩子每天都要參加晨更儀式，已經佔據了一些時間，所以我們的時程表，比之前來得更好安排。

如同上次，我們請小孩坐在教室上英文課，這裏的孩子比較好動，他們很快地就覺得無聊了，我發現在玩遊戲和歌唱時，他們才會顯得十分專心。有些比較年長的孩子可以很快進入上課的狀況，他們會幫忙引導其他小孩一起參與遊戲，可是也有些年長的孩子會覺得遊戲很無聊；感覺是因為年長和年幼的孩子知識背景的不同，其實也很難控制課程的難易度。後來，我們決定跳過課堂教學，直接進入英文歌唱和會話。這就比較有效了，因為國高中的孩子會開始用英文跟我們說話，而小學的孩子就會在一旁學習。

其他的活動還包括體育、美術、科學實驗、唱歌、戲劇、舞蹈…等等。有些是台灣志工帶領，我們外籍學生不知應該如何幫忙，剛開始站在一旁沒事可做，之後大家討論解決方案，只要台上有人在教學，其他志工就應該想辦法讓孩子們全部安靜下來參與上課。不過，想要讓他們安靜是很困難的事呢！我的策略就是安撫他們，不要打擾到其他人就好。至於外籍學生設計的活動，台灣學生就擔任翻譯的角色。儘管這樣分工，還是遭遇些許問題，翻譯的部份大致還好，只是，當翻譯內容如果跟原意不同，會慌了手腳而控制不住場面。總而言之，雖然存在著種種小問題，團隊整體運作的還是不錯，至少我們完成了自己想要敎給小孩們的東西。

另外一個困難是，這裏的孩子比我之前帶的更為好動、常常管不住。為解決這個現象，有時候會調整細節的行程去適應他們。其實，我們一點都不想用大聲吼叫對孩子，因為這是個為了擴展國際事務的視野和興趣的暑假活動，應該要讓他們快樂地學習才對。所以，我們盡量不對孩子生氣，然後也慢慢地習慣他們的好動；有時候特意不注意那些過度表現的小孩，讓他們自己學習回到團隊活動。同時也嘗試讓每個孩子都能樂在學習，開心地跟我們完成每個精心設計的課程。最後的燭光晚會，讓大家一起欣賞過去幾天的照片和影帶；本來想歡樂的結束，沒料到後來孩子還是感動得哭成一團。

志工們在愛心育幼院服務期間，安排帶孩子一起快樂的出遊

　　在這兩個營期之中，我覺得孩子都把志工當成他們的兄弟姐妹了。我們想要讓他們增加對外國文化的興趣，看起來效果很不錯。他們都很享受這一段暑假的時光，當然我們也是。志工們都希望能夠花更多時間陪伴這些孩子，所以在營期結束之後，還跟他們一起出去郊遊。如果可以的話，我明年還是會想要參加這樣的服務；也希望以後孩子還能有這樣的機會去接觸不一樣的人們。不僅僅暑假，假如寒假也有這種營隊，那就更好了。

GAP Summer Better World 2008

         The Program to me, had as a main goal to bridge the gap between the children in the shelters and connect them with volunteers of diverse origins and nationalities. Our group coming from Poland and the United States , Belgium , Vietnam and Indonesia set as a goal to expose the children to our backgrounds and share our cultures with the children. We wished that the inhabitants of the children’s homes had a chance to learn as much as possible about our countries and that they could compare them to their own and notice the differences, so that in school or in the future, if they are hopefully exposed to diversity they can feel more comfortable learning and trying to speak a foreign language or have a conversation or find something in common with foreigners. Perhaps, in the future, due to globalization, it will be required of them to interact with people of other languages and cultures and they could feel comfortable and good about it. And, most of all, we wanted to instill in the children and the teenagers an interest or eagerness to learn about other countries and international issues, so that they can pursue knowledge about them on their own later. We also wanted to be the children’s big brothers and sisters and simply make them enjoy a fun time together playing sports, dancing and talking.

         In the first home, Tzu-Te in Kaohsiung , the children embraced us as older siblings and from the start developed a positive relationship and interaction. We (the foreigners), relied much on the help of our Taiwanese volunteers with regards to translation and organizational details, among other things. At times, we could not do everything we wanted because of the language gap, but we tried to adjust to that and work on our communication both with the children as well as the other volunteers. At nights we discussed the next day’s activities and put them together. Then, we performed three major activities per day. Our activities included morning exercises, morning dances, teaching songs in English and other languages, English classes, sports and many interactive games. In teaching English, we utilized a classroom setting in the beginning, but since many children are extremely active, we resorted to an active way of teaching. For instance, in the next class, we presented sports vocabulary and then applied it immediately while playing those sports.

         Since the foreigners did not speak Chinese, we had to use different means of communication, such as nonverbal one with gestures. Oftentimes, it made us look funny and silly and therefore during those times the kids could laugh at us and even though we did not look respectable then, at least we managed to bridge the gap, get closer and share some laughs, while at the same time teach some English. Also, it was difficult to keep distance with the children while trying to communicate this way, but the language gap served some good purpose as well.

During mealtimes we mixed with the children, eating at the same tables with them. That made interaction easier and we talked as if we were friends. Also, there were writing pads on each table and each person could write something. We both taught English and learned Chinese that way. And if we could not explain something verbally, then we just drew a picture of it. Thus, the writing pads became useful.

         A thing that struck me about the children was how disciplined they were and how the big children cared for the little ones. There was order in the home in spite of the fact that dozens of children live there. In that shelter, several songs were played to indicate that it was for instance, time for shower, cleaning or lesson time. Immediately, the kids proceeded to doing the scheduled action. If it was time for cleaning, they grabbed brooms and trash bags and cleaned their surroundings. Even the more naughty ones followed. And, similarly, the children did what the volunteers asked of them and were respectful towards us. In other places where I have lived, i.e. Poland and the United States , I have seen children to be less disciplined, naughtier and even very disrespectful towards adults, especially if they had family problems. In Kaohsiung ’s shelter, where children come from families with very tough problems and violence, I expected a great deal of aggression and bad behavior and disrespect towards adults, but I have not seen any of that. The children’s behavior was very good during the time we stayed there and they were extremely nice to the volunteers. Moreover, the older children did not compete with the younger ones for material things and did not bully them like in other places I have seen. Instead, they actually helped them and took care of the younger ones with what seems to be kindness and patience.

         When we went to the night market and to the Kaohsiung ’s Dream Mall, as well as to a nice restaurant, the children did not seem to be impressed with the expensive or shiny items. They are not as obsessed with material things as some other children I have met, which is obviously good.

         At the end of the session, we told the children to prepare a sketch for the final performance and they started preparations immediately, without procrastinating. The performances included songs, short plays, etc. and they turned out very well and entertaining. However, at the end, we had a reflection time during which so many children cried while we were remembering our times together. Thankfully, they cheered up afterwards, when we all performed a funny dance together.

I think that even though we spent so much time together, most of the kids and us kept a distance form each other knowing that we would part soon. Therefore, I do not think that they got too attached to us in spite of all the time we spent close to each other. However, the little kids cried when we were leaving and many cried at the final farewell ceremony.

         The second session took place in Taipei County ’s Mustard Seed Children’s Home. It also lasted two weeks and there were four international and three Taiwanese volunteers. We interacted better as we were experienced from last session in working with people from different cultures. The schedule was less strict than in the last home because the children had Church activities already planned every day. We tried the classroom setting for teaching English again. But this time it did not work out as well because these children are more active and they get bored quickly of such lessons. They only enjoyed playing games and singing songs during that class. Some of the older kids tried to engage younger kids more into the class activities and helped them play games because the older ones understood English better and were able to play the games at a faster pace. But some of the older kids were bored. We were not sure how much English the children know and it may be boring for the older ones to repeat the same thing while it may be too hard for the younger kids at the same time because the children’s abilities differ. So, it was hard to adjust our lessons to the children’s abilities. But in the next time, we dropped the classroom-setting English lessons and just taught English through songs and conversations- just like in the first home. That worked better and soon we had more conversations with the high school students and with some younger children eager to learn.

         The remaining activities included ones were we played sports, made art, science experiments, songs, plays, dances, etc. Some of the activities were designed and led by the Chinese speaking volunteers. So, sometimes, the foreigners did not know what was going on or we just sat a bit bored while the rest was performing the activity. Later, our group discussed that the foreigners should make sure the children were quiet as their job during those activities that do not involve them. But I think it was hard to keep them quiet. So, we just accompanied them and had side conversations in English sometimes. During activities designed and led by the foreigners, the Taiwanese volunteers had to translate. And again, we encountered difficulties. Mostly, just easy-to-overcome translation problems. But sometimes, we disagreed on things while in class and it was hard to get things the way the foreigners wanted if disagreeing with the Chinese speakers. Altogether, I think that our team was working well in spite of those small problems. And we have achieved what we wanted, for the most part.

         Another difficulty was that the children there were less disciplined and more hyperactive than in Kaohsiung . It was hard for us to keep them attentive and engaged. Sometimes, we had to adjust our plans to fit the atmosphere. We did not want to yell at them because it is just supposed to be a summer activity that is to broaden their horizons and increase their interest in foreign cultures. We were not here to yell at them, but to keep them happy. Therefore, we avoided yelling, and just accepted that they are naturally hyperactive and may not always pay attention. We tried to have fun with the children and keep them interested. They enjoyed the fun activities and interaction with us. And, similarly to the last home, some of them cried at the farewell ceremony, even though we substituted the reflection time over candlelight with a simple and happy picture and video presentation of the time spent together.

         Overall, during both sessions we were friends and older siblings for the children. We tried to broaden their interest in our culture and in English learning. And all the kids seem to really have enjoyed the time spent with us and vice versa. We wish we could spend much more time with them and after the sessions ended, we kept on doing things together and even taking trips outside. Moreover, I personally most definitely want to repeat serving in a children’s home next year. I additionally hope that these particular homes also will continue to have this program every year and, even better, during winter breaks, as well.