Three months ago, during the last week of July, my diplomatic posting to Australia was ending and my colleagues threw me a going-away lunch. Over Indian food, one colleague asked what I would miss about serving in Canberra and what I was looking forward to in the United States. Funny he should have asked, because at that time, what I was going to miss about Australia was a topic I had been thinking about a lot. I’d actually been sketching a blog post outline about it for several weeks!
However, life happened and I didn’t manage to finish writing and editing the post before I left, or even during the past several weeks since we returned to the U.S. I started thinking about it again when I saw the post sitting in my drafts folder, and during my recent Spanish evaluation, when I was asked to compare and contrast life in the U.S. with life in Australia.
So here are my thoughts, in no particular order, about what I miss (and don’t miss) about living in Australia.
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Last weekend was a three-day weekend due to the Columbus Day holiday, and it was also my birthday. Long weekends for me usually mean a chance to bug out of town, especially when I can’t take any time off. So now that our car has been repaired and I trust it more than 15 miles in any direction, we decided to spend the weekend in Berkeley Springs. Berkeley Springs is a little town in West Virginia about two hours from DC, and it was a great break from the city and our daily grind.
During our time there, we went to the Apple Butter Festival, hiked in the forest, visited an 1830s-era canal tunnel, and tried out the local food scene as I marked the beginning of a new year.
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If the theme for the first four weeks of Spanish class was accepting whatever came my way without saying no and letting it all wash over me, the theme for the past week has been playing along. I don’t mean that in the sense of “humoring” the program or instructors in any way. What I mean is that I’m trying to do what they ask me to do, in the way they are asking me to do it, in order to learn quickly and demonstrate that I can build fluency.
I play along – I learn the vocabulary and text building blocks they give us the best I can, and I try to deploy them when I produce speech. When I mispronounce something, I try again. When I don’t understand something, I ask for clarification. In summary, I try to work with I have without trying to be perfect or make the curriculum anything other than what it is. So far, this strategy is working pretty well.
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