Aliah Flores, a senior from the Philippines double-majoring in TESOL and psychology, began planning her internship earlier this year. She knew she wanted more than classroom credit. She wanted an experience that would prepare her for life after graduation, immerse her in another culture, and test the skills she had learned at BYU–Hawaii.
That search eventually took her to Hale Ohana, a language school in Japan run by a BYUH alum, where she spent her summer teaching students from elementary school to college.
Exploration for the Future
Flores said the decision to go to Japan started when she added TESOL as a second major. “The moment I added TESOL as my second major and learned an internship was required, I started thinking about my long-term goals and how to best prepare for them,” she said. “I knew I wanted to go somewhere in Asia, especially Japan, not just for the cultural immersion, but also because it aligns with my future career plans.”
Nearly a year before her intended start date, she scheduled a Zoom call with her internship coordinator, Tom Court, an assistant professor in the TESOL program, to discuss her interests.
“He introduced me to different schools where past interns had gone, and I was especially drawn to Hale Ohana since it’s run by a BYU–Hawaii alum,” Flores said. “I also liked that it would give me the chance to teach students of all ages, from elementary to college, so I could explore which age group I’d like to focus on after graduation.”
A Typical Day in a Japanese Classroom
Once in Japan, Flores quickly settled into a routine. “A typical day at my internship was divided into three parts: the after-school program for elementary kids, evening classes for junior high, and every once in a while, we were tasked to handle speaking and writing tutoring for high school and college students,” she said.
The after-school program occupied most of her schedule, with three hours every weekday dedicated to children aged 6 to 10.
“We just had 30 minutes of structured lessons, and I loved the freedom to design and teach my own lessons,” she said. “That flexibility was my favorite part because it let me be creative and really see the kids enjoy learning. The rest of the time was spent playing and interacting with them in English, which helped them practice the language in a natural, everyday way.”
Trial and Error
Even with preparation, Flores admitted that adapting to her students’ needs wasn’t always easy. “One of the challenges I faced was not fully understanding my students’ proficiency levels or how they learned best,” she said. “For example, I once planned what I thought was an easy lesson about stress and syllables for junior high students, but it turned out to be too complicated for my students.”
The experience reminded her of advice from BYU–Hawaii professor Mark Wolfersberger. “As I reflected, I remembered what I learned in his TESOL 426 Teaching Grammar class, to ‘make your lessons about them,’ and build communication from their interests,” Flores said. “That reminder really helped me pay closer attention to what they already knew, like movies they enjoyed or vocabulary they were familiar with, and tailor my teaching style and lesson plan from it.”
She said the challenge taught her one of the most important lessons of the internship. “From this, I grew to see that it’s okay not to have all the answers or be clueless at first,” Flores said. “Reflecting and adapting are what make you a better educator.”
“A Ripple Effect That Can Last for Years”
Beyond the classroom, Flores said she discovered the power of education to influence families and communities. “We had one student who had only been at the school for three days, and his mom reported to us that he was already teaching his little sister English words he had learned,” she said.
That moment shifted her perspective. “This reminded me that when we teach kids, they don’t just learn for themselves because they often bring that knowledge home, helping their parents, siblings, and even grandparents improve their language skills,” Flores said. “We’re opening doors to new opportunities, empowering families, and creating a ripple effect that can last for years.”
She connected that realization to her faith. “For me, that connects to being a disciple of Jesus Christ, because teaching with love and purpose means lifting others and helping them grow,” she said.
A Future for “Children in their Growth”
Now back for the Fall 2025 semester at BYU–Hawaii, Flores said the experience confirmed her career direction.
“This internship really reaffirmed my decision to pursue a career working with kids,” she said. “Right now, I plan to go into speech-language pathology, where I can continue supporting children in their growth, especially in my home country, the Philippines, where there’s a great need for more speech-language services.”
She said the internship helped her recognize the long-term impact of investing in children during their most formative years. “More than just a career path, this experience shaped how I see children and their incredible potential,” she said. “I realized that teaching and reinforcing skills during this critical period of their lives can have a lasting impact on their learning and confidence. That’s something I want to be part of for the rest of my life, whether in my profession, in service, or personally.”
Aliah Flores’ experience in Japan strengthened both her career goals and her discipleship. “Teaching with love and purpose means lifting others and helping them grow,” she said, “and that’s something I want to do for the rest of my life.”