TAPIF Fellow Plans to Challenge the Educational Norms
July 19, 2021
While on a Teaching Assistant Program in France Fellowship, Jules Taylor ’21 hopes to learn who she is as an educator, while absorbing everything she can about the culture, language, and food of Paris.
The Teaching Assistant Program in France (TAPIF) offers recipients the opportunity to teach English to French students of all ages for seven months. Each year, over 1,500 American citizens and permanent residents teach in public schools across all regions of metropolitan France and in the overseas regions of France such as French Guiana, Guadeloupe, Martinique and Réunion.
Taylor is assigned to Academie de Créteil, located just outside of Paris.
“I studied abroad in Paris, France, and absolutely fell in love with the city,” says Taylor. “If I hadn’t experienced the amazing semester in Paris that I did, I’m not sure I would have the confidence to pursue an entire year in another country. I promised myself that I would find a way to return, so TAPIF was the perfect opportunity for me.”
Taylor’s interest with languages began in elementary school, where she studied Spanish up until 5th grade and jumped at the opportunity to add French to her toolkit. She studied the language throughout high school and majored in French and sociology at Oberlin College.
“I’m not sure exactly what it is about the language that I’m so drawn to, but there’s just something about it I can’t get enough of,” she says.
Talor is currently in the process of applying to graduate schools back in her hometown of New York City. She hopes to pursue a master's degree in education.
At Oberlin College, Taylor served as a Ninde Scholars tutor within the Oberlin city schools. She graduated Phi Beta Kappa—America’s most prestigious academic honor society—and is a Comfort Starr Award recipient.
“Ever since I decided to pursue a career in education, I’ve been highly motivated by the dream that I could create a learning environment for every learner,” says Taylor. “Too often, students are left behind because the education system isn’t really built for every type of learner. Working from the source, the classroom, I wish to challenge the educational norms.”
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