Teaching in Saint-Louis, Senegal

Teaching in Saint-Louis, Senegal, has been one of the most energizing, unpredictable, and meaningful experiences of my career. Over the course of a week, I observed, co-taught, and led lessons with anywhere from 25 to over 100 students (yes, at one time), ranging from as young as 6 years old to 22.

One of my favorite moments was observing a high school English lesson centered on the idea of freedom. The teacher used music by Akon (who I recently learned is from Senegal) as a bridge to help students listen, engage, and communicate in English. The song sparked powerful conversations about what “freedom” means in personal, community, and global contexts and how environmental challenges shape that freedom in everyday life. I also had the chance to observe a French lesson. Despite my “40 days of Duolingo French” level of understanding, it was clear the teacher was exceptional. It was a powerful reminder that multilingual learning is deeply embedded here as students moved fluidly between French, Wolof, and English in ways that felt both natural and culturally rooted. As a monolingual English speaker, this was also very humbling. 

While much of my time was spent at a high school, one of my favorite teaching days was at a private elementary school and getting to be back with the younger students. I brought storytelling into the classroom through a read-aloud of a Pigeon book, followed by a directed drawing activity. The goal was simple but impactful, build language through art, listening, and step-by-step instruction. Watching students’ confidence grow as they realized they could both draw and understand English directions was incredibly rewarding. I also handed out “Howie” cards from my school dog, which quickly became a favorite connection point and sparked so many smiles.

My U.S. partner teacher, Mrs. Zink, and I led several other lessons throughout the week. One student's favorite focused on comparing and contrasting schools in Senegal and the United States. Students asked thoughtful, insightful questions about schedules, uniforms, transportation, sports, and classroom routines. Prior to arriving, a group of 10th-grade students were especially curious about the differences between British and American English. That curiosity turned into a spontaneous collaboration with my British partner teacher’s class, where students created videos highlighting vocabulary differences, like “trunk” in the U.S. versus “boot” in England. It was one of those moments where global education truly felt global.

Throughout the week, I kept coming back to the importance of flexibility and responsiveness. Nothing goes exactly as planned and that’s exactly the point. Lessons might start anywhere from 10 to 60 minutes late (Senegalese time is very real), and teaching here means constantly adapting, listening, and learning in the moment.

And then, almost as quickly as it began, it was time to say goodbye. Leaving the school, our host teacher, and the community was harder than I expected. In a short time, we had built routines, relationships, and shared moments of laughter and learning. The warmth and generosity of the students and teachers stayed with me long after we left the classroom. I left Saint-Louis feeling both full and humbled, grateful for the experience, and aware of how much more there is to learn.

Saint-Louis, Senegal

Today I left Dakar for my host community of Saint-Louis (pronounced San-Loo-ee here in Senegal). Saint-Louis is about a five-hour drive from Dakar, so my partner teacher and I set out for our road trip bright and early. Despite being tired, we couldn’t keep our eyes off all the sights along the way. The terrain, landscape, and views were so different from what we’re used to—stretches of dry land, herds of animals, roadside markets, and glimpses of daily life unfolding in ways that felt both unfamiliar and fascinating. Here is a glimpse into what we saw…

Our host teacher met us at our hotel to greet us and get us settled in. We are staying at the historic Hôtel de la Poste, a place that feels like stepping back in time. Built in the 19th century, it was once a gathering place for pilots delivering airmail across Africa and has hosted notable figures over the years.

After settling in, we had a few hours before meeting our host teacher again for dinner, so I set out to explore the island of Saint-Louis. The city itself is incredibly rich in history. Once the capital of French West Africa, Saint-Louis is now a UNESCO World Heritage Site, known for its unique blend of French colonial architecture and West African culture. The narrow streets, colorful buildings, and ironwork balconies give it a distinct character, one that feels both vibrant and reflective of its past. It honestly felt a little bit like New Orleans.

As I wandered, I crossed over toward the Langue de Barbarie, the narrow peninsula that separates the Senegal River from the Atlantic Ocean. What I found there was striking. The beauty of the coastline was undeniable but it was impossible to ignore the visible impact of erosion and the overwhelming amount of trash along the shore. It was jarring. A reminder that alongside the beauty and history, there are very real environmental challenges facing this community.

In that moment, I had to consciously take off my “Western lens” and instead try to observe with curiosity and humility. There is so much complexity here, history, culture, environment, and daily life all intertwined. Today was not just about arriving in a new place, but about beginning to understand it, even in small, imperfect ways.

 

Dakar School Visits

Our morning started at John F. Kennedy High School, a public secondary school with a long-standing reputation, particularly for its role in the education of girls in Senegal. I was placed in a classroom with a masterful educator who, despite limited resources, had all students engaged in her English lesson. 

Given that English is a second language (many times the third or fourth language) for Senegalese students, she ensured all students understood the vocabulary, practiced their pronunciation, and knew how to communicate clearly. She had a great sense of structure in her classroom as well as lots of well-behaved students. Seriously, they didn't even whisper. They just tapped each other, but only if they needed to borrow a ruler or pencil. I'm hoping my students are reading this and taking notes 😊

Later in the day, we visited an elementary school in Dakar, meaning I was so excited to get to work with younger students. I got to join an English lesson for students who were 6 to 8 years old. So far, they have mastered greetings and questions such as "How are you?" Today they learned, "Who is your Mother" and "My mother is _____." I even practiced with them in the school yard, which is a large patch of dirt, after class got out. Even in classrooms with limited resources, there was no shortage of enthusiasm, participation, or joy in learning.

Across both schools, one idea continued to stand out: students here are already building global competencies every single day. They are learning in multiple languages, navigating different cultural contexts, and engaging with ideas that connect them to a wider world. It’s a reminder that global learning doesn’t require perfect conditions, yet it grows from experience, exposure, and opportunity.

In the afternoon, we gathered back at the hotel to prepare for our upcoming host community visits. The conversation shifted from observation to reflection: What are we noticing? What are we still wondering? And how do we carry these experiences forward in a meaningful way? Until tomorrow, as I am off to Saint-Louis!

Ministry of Education & School Visit

This morning, we settled into the conference room as Dr. Marie Gueye, an International Education Specialist, guided us through a rich and nuanced introduction to the Senegalese education system. Where did it come from? Who shapes it? What does a typical learning environment actually look like for a student here? The answers were more layered than I expected. Senegal's education system carries the fingerprints of its colonial history, its linguistic diversity, its Islamic heritage, and its ongoing negotiations between tradition and modernization.

A panel with Ministry of Education officials followed, focusing on AI and vocational innovations. The discussion covered workforce readiness, teacher support through inspectors, and the growing role of AI in education. I was most interested to hear about what AI looks like in a system still navigating resource gaps and infrastructure challenges. What also stood out was how closely these conversations mirror those happening elsewhere, even as they emerge from very different contexts and with similar yet different constraints.

The afternoon brought what will likely stay with me most and what I've been waiting for since I first heard I was heading to Senegal for my Fulbright exchange. We visited a public high school in the Médina neighborhood of Dakar. The highlight was a performance by the school’s English Club. Watching Senegalese students speak, perform, and engage in English with confidence and pride made it clear that these students are not preparing to become global citizens, they already are. They are navigating multiple languages (for some, English is their third or fourth language) while learning through global ideas, and doing so in classrooms that are, by many measures, under-resourced. And yet, what stood out most was not what they lacked, but the energy, agency, and pride.

The photo on the right is the school library for a school with 2000 students

Today reinforced the value of this exchange. It is not just about observing another system, but recognizing shared challenges and approaches. Seeing how Senegal is addressing education with creativity and determination has already influenced how I think about my own practice. I'm excited for an elementary school visit tomorrow.