From language lover to classroom leader

Navigating educational and career paths rarely follows a straight line – something Mariana Mendes knows firsthand. After moving from Portugal to Luxembourg at age 11, Mariana developed adaptability skills that would serve her throughout life's unexpected turns. When she entered university, teaching wasn't her definitive goal; she simply followed her passion for English language and literature.

The Bachelor in English Studies (BCE) program at the University of Luxembourg became her testing ground. Mariana discovered a profound interest in linguistics while keeping her options open professionally. "I explored copywriting, public relations, and other fields, but nothing really appealed to me," she reflects. This openness to possibility, rather than rigid career planning, ultimately led her to a fulfilling teaching career.

Her educational journey took her through an Erasmus exchange in Birmingham, volunteer teaching in Slovakia, and a master's degree in Language in Society at the University of Amsterdam. When the COVID-19 pandemic disrupted her studies, forcing a return to Luxembourg mid-thesis, Mariana adapted once again. Starting as a pedagogical assistant gave her valuable classroom observation experience before transitioning to full-time teaching students aged 11-20.

What makes Mariana's story particularly valuable is her reflection on overcoming challenges. She candidly shares her struggles with procrastination and feeling overwhelmed during university. "I started developing organization strategies like finally buying a planner and setting tiny deadlines throughout the week," she explains. These practical approaches transformed her experience, making her wish she'd discovered them sooner.

Looking for guidance on your educational journey? Listen to Mariana's advice: "Choose courses that truly interest you, not just ones you think you should take for a future job. Following what you love will always open doors you didn't even know existed." Subscribe to Alumni Stories for more inspiring conversations with University of Luxembourg graduates who've found their unique paths forward.

Interested in signing up for the Bachelor en Cultures Européennes?

Visit the website : bce.uni.lu

If you have any specific questions regarding this Bachelor, please contact: bce.office@uni.lu

---

Transcript

Welcome to Alumni Stories

Masti 0:02

Hello and welcome to Alumni Stories, a podcast brought to you by the University of Luxembourg. I'm your host, Masti. Let me give you an idea of what Alumni Stories is all about. Whether you've studied here before, or you're curious and consider pursuing your studies at the University of Luxembourg, or just want to listen to interesting people, whatever it might be, you're at the right place. I know it sounds forward, but let me break it down for you. Every episode will star a former student who finished your degrees and has set a foot into the working world, or, as I like to call it, the grown-up life. We'll get a glimpse of each individual their personal ups and downs, their survival strategies, the recipe to balance uni and life, and much more. So if you're, like me, someone who's been looking for the right study program but hasn't been able to find the right fit yet, call this your lucky day, because this podcast is made for you. So, without any further ado, let's dive into today's episode.

Masti 1:03

Today's guest is a linguistics lover and a guidance to many young students in school. Moving countries at the age of 11 shaped her childhood experience and reinforced her ability to adapt to new surroundings. Thus, moving from one class to the other is a natural trait she's gained over the years. Best known for a positive and supportive attitude, she tries to look at things on the bright side. That's one of the many reasons she likes to question whether things will matter a year from now or not. She's here to tell us all about the twists and turns of her life, why teaching became a fulfilling job to her and how to cope with stress. Please welcome Mariana Mendes.

Masti 1:49

Hi Mariana, welcome to the podcast!

Mariana 1:51

Hi, thank you for having me.

Masti 1:53

So usually, I would like to have my guests make a little introduction themselves so we get a feel for who you are. So please introduce yourself in your own words.

Mariana 2:02

Okay, I'm Mariana. I'm 29 years old. Right now, I'm working as a teacher. I completed my bachelor's degree five or six years ago, can't even remember. Then moved on to doing a master's degree in Amsterdam, and here I am now working in Luxembourg.

Masti 2:23

Okay, so you're a teacher you mentioned. H how did you find out that you wanted to become a teacher?

Mariana 2:30

To be completely honest, I didn't exactly aim for this job at a young age, or even when I started uni. What I always knew though, was that I wanted to do something related to English, be it language, culture, literature. So teaching was definitely an idea, but it was very important to me to keep an open mind and to explore different fields. I explored or I went into copywriting, public relations, etc, and nothing really appealed to me. It was really at the end of my bachelor's degree that I realized that I really like to teach. So yeah, I decided to pursue that, do an internship, and here I am. I'm a teacher now.

Masti 3:18

So you went into the BCE without really knowing where to go afterwards?

Mariana 3:22

Exactly, and I think that's a very common thought or experience. I see it in my students now. I didn't really know what to do once I graduated high school. I just looked at my reports you know, my grades, and I was like English is something that I can do. And I just looked for English programs, in English literature, in English language. nd the BCE for me started off almost as a test in a way. A way to kind of explore the field, because I wasn't really 100% sure I wanted to pursue it. And at the time the program, or the BCE program, was designed as a one-year course so it was meant to prepare you to go abroad. I remember that, to become a teacher in Luxembourg or an English teacher in Luxembourg, you had to spend at least two years abroad, in an English-speaking country. So at the very beginning, the goal of the BCE, I don't even know if it was called the BCE back then, but it was to prepare you to go somewhere else to study English.

Masti 4:31

Okay.

Mariana 4:32

And then the law changed so the program changed. When I started the program, it went from one year to a full-time three-year program in Luxembourg.

Masti 4:43

But was that good for you? Was it bad for you? Because you wanted to test it.

Mariana 4:51

It was actually good for me because you know, there are so many people out there that don't know what they want to do. They don't know which program to pick, they don't know even what's the right program for them to later pursue the career that they want to pursue. So, to me, having this one year that would eventually prepare to something that you, you know, are not quite sure you want to pursue, but could. And it was not a lost year, it was not a year that you would waste: there were a lot of modules that I think you could just continue in England. You might have to do a couple more courses just to compensate, but there were the ECTS that you would complete here, you could take them with you.

Masti 5:35

If that wouldn't have been the case, you wouldn't have approached the BCE, if it was for that one year?

Mariana 5:43

No, I also applied to other unis with a full program but then, just decided to stay here. You know, I wasn't 100% sure anyway, so why not risk it?

Masti 5:58

But you and your family, you live here?

Mariana 6:00

Yes. I was actually born in Portugal, but I moved to Luxembourg when I was 11 years old.

Masti 6:06

How was that?

Moving Countries at Age 11

Mariana 6:08

Tough. Especially with having to learn all the languages, just going to the Luxembourgish system without having heard any French, Luxembourgish or German, before. But it was okay, I made it.

Masti 6:26

Yeah, you made it. Also, you were 11 when you came here.

Mariana 6:29

Yes.

Masti 6:30

So to me, just thinking about how you get into a new school system, I think that might be very challenging when you're so young and you have to move away from your friends, and everything you build in a different country. How was the experience?

Mariana 6:49

I remember crying a lot. You know, I go to Portugal every year. We still go, my parents do that, I do that as well. There's not one year that I don't go there to see my family. But when I was young, you know I left after finishing fourth grade. You know, you have your friends, you have your childhood friends and you just realize that you're not just changing schools, you're changing countries. You have to make new friends, you have to adapt to different things on so many different levels. So yeah, it was tough but I think I got used to it pretty quickly. That's also what I see with my students that just come from different countries and just arrive in Luxembourg. When you're young, you get used to things pretty quickly. I'm not saying it's easy, but you get there.

Masti 7:44

I guess you're more adaptable when you're younger.

Mariana 7:46

Yes.

Masti 7:47

And how old are the kids in your classes?

Mariana 7:52

I teach students from 11, 12 years old to 19, 20. It's from what is called it "septième, so seventh grade to the last year of high school.

Masti 8:08

Are you happy with teaching? Is it something where you can really unfold your whole potential in it?

Mariana 8:15

Yes, I love my job. This is my fourth year teaching, actually. I'm not saying it were the best four years of my life so far. You know, when you first start teaching, you have to do the internship. There are so many things you have to complete. You need to prove that you can do this job. You know it's not just going to a school, apply for the job and going to a classroom and just do your thing. You have observations, supervisors, tutors. You have to submit different writing tasks where you reflect on your own journey as a teacher.

Finding Her Way to Teaching

Mariana 8:55

That being said, I really enjoyed it. I finished my internship now, I can see how much I enjoyed it. Not two weeks or two days are ever the same. You know, being a teacher means that every day brings something new into your life, a little bit. Not two days are ever the same in a week. You have to be incredibly flexible, quick thinking and also, I would say very resilient. I would say that you learn more with this job than not. There are always a million little decisions to make throughout the day: responding to students questions, adapting lessons as you go, handling unexpected challenges. So yeah, I would say my potential is definitely unfold.

Masti 9:53

I see that. I also had a teacher here before. It was actually Sophia that was with you on the round table. She also said she really likes that you always have something new, you never know what's going to happen today. And it's something that is challenging of course, but it's also something that is very beautiful and unique in its own ways. And when you did your bachelor's here, in the English studies, are there things that you find yourself in again when you're teaching? So are there parallels you can see when you were in your bachelor's and now in your classes?

Mariana 10:36

Yes, definitely. When I first started uni, that's when I learned how to be more independent and develop certain strategies to become less overwhelmed for example, or less stressed. And you have to do the same thing every day when you're working with kids, with teenagers. So there's that, but then there's also this academic aspect as well. I remember doing this interdisciplinary aspect of the program, the courses. So you need to work with that as well you know, you're not just teaching English. You need to make sure that you're following a specific program, so the students are on track everywhere, every subject. You might be working together with a geography teacher, you might be working together with a science teacher, for example. So there's also that. Definitely, I do see a lot of things on every day.

Masti 11:43

I was also wondering if there were teachers that were with you in your bachelor's degrees and then, ended up being maybe in the same school, or teachers you once were students with? Can you follow that question?

Mariana 12:00

That is actually very funny. I do have two very good friends, we did the BCE together and we're teaching at the same school, so that is incredibly fun. Also knowing that you have people who know you and have your back during difficult moments. For example, you know you that can exchange ideas and that's very, very important. I really appreciate and value that. And the second part of the question: yes, there are teachers who are now my colleagues, that were my teachers before. It's fun. It's weird. When I first started, I didn't know what to call them, because we call each other by our first names.

Masti 12:50

Yeah, that's weird when you go to that.

Mariana 12:52

Then, I wanted to say their names but I couldn't. I was still calling them miss or sir; and they eventually told me you know, "you can call me by my first name, we're colleagues now. You do it, but you keep thinking about the fact that they were your teachers. It shouldn't be this awkward, but I think -

Masti 13:17

think it's so understandable.

Mariana 13:18

It takes a while to adjust to that. It's funny.

Masti 13:28

So you mentioned that you still have two very good friends that are teaching with you. And how was it like during your studies here, at the uni, with friendships, just the everyday life you have as a student? Were you able to bond friendships quickly? Just give us a overview of what it was like in your daily life here.

Mariana 13:49

Well, everyday life here was quite fulfilling, I have to say. From the beginning when I started, when I applied, I knew that not a lot of people would enter the program.

Masti 14:05

For what reason?

Mariana 14:06

I think, just lack of space. I'm not sure why, I just know that, back then when I started, they were only accepting 30 people or something like that.

Masti 14:16

Oh okay.

Mariana 14:16

So I knew from the beginning that we weren't going to have these huge classes, you know. That really helped with getting to know people a little bit better. And yes, you make your friends and you end up choosing the same modules so you can spend more time together. The campus is also not huge, so you would see each other quite often and spend a lot of time in the cafeteria. And then, I think we just went separate ways when we started our master's degree because we couldn't do it here. But even then, I think for most people it was if you went to England or to the Netherlands, it was a one-year thing.

Masti 15:01

You said you couldn't do your master's here. Was it because of the time?

Mariana 15:06

You know, I graduated in 2020, almost five years ago, so I'm pretty sure the master degrees changed. But I remember back then, if I wanted to pursue English teaching, I could not do my master's here because there was no option for me here.

Masti 15:30

Okay, and that's why you went for the uni in Amsterdam?

Mariana 15:35

Yes.

Masti 15:36

Why Amsterdam?

Mariana 15:39

Well, Amsterdam was not my first choice. I was really keen on the Netherlands but the University of Amsterdam was not my first choice. I was looking for degrees that focused on linguistics and you wouldn't believe but master degrees are so interesting. You have a million different things that you can do. So I applied for language in society but then, I saw the one on multilingualism in the classroom and then -

Masti 16:07

You couldn't decide!

University Experience and Friendships

Mariana 16:08

And then I saw the one on linguistics in I don't know what. I had like 20 tabs open and I couldn't decide, so I decided to apply for all of them. Once I got the acceptance email or letter, I then opted for Amsterdam. You know, it's a capital city.

Masti 16:32

it's a different experience.

Mariana 16:33

It's really diverse, so I thought why not.

Masti 16:36

Something you mentioned was that you found a master's degree reflecting on personal interests. What do you mean by that?

Mariana 16:45

Like I said before, it wasn't very clear or, to me, it wasn't clear that I wanted to become a teacher. I was trying really hard not to apply for a program that focused on only that and maybe close doors. Because if you focus on something then that's the only door that's going to open for you. When I started the BCE, I realized that linguistics was something that really interested me. I took all the linguistic courses, I really wanted to do linguistics. It has nothing to do with teaching. Well, not nothing but it's not teaching.

Mariana 17:32

You have these specific programs that are called teaching English to learners of other languages, you have the secondary education programs. I was certain that I wanted to do something that reflected my personal interest, which was linguistics. I really liked doing research on identity and why you speak the way you do with a certain person or specific people, why you choose to learn a specific second language and not another one. Those were the questions that were on my mind the whole time and I really wanted to do research on that, and develop that. And I knew that with the BCE, I could go into teaching regardless of the master's degree.

Masti 18:16

So it's still like open for you all the time.

Mariana 18:18

Yes.

Masti 18:20

I totally get that. Also, I think the way you approach it is more towards the psychological approach to why linguistics happen the way they are, right?

Mariana 18:30

Yes, what I really liked was sociolinguistics so yes, linguistics in society. It is more a sociological approach.

Masti 18:38

What was your master's degree at the end?

Mariana 18:40

It was called language in society.

Masti 18:42

Oh, so it was the one.

Mariana 18:43

Yes, it was the one.

Masti 18:45

So you spent, I guess, two years abroad, in Amsterdam?

Mariana 18:49

One.

Masti 18:49

One year?

Mariana 18:50

Yeah, there was a one-year master which is typical for the Netherlands. I think it's the same in England, you do one year. You do two years if you want to do a research master, but I didn't want to do that. So I did the one year. It's a bit more intense than doing it for the two years, but it's manageable.

Masti 19:10

You stayed there for a year and decided to come back, or how was it?

Mariana 19:16

I was, or I am, the unlucky generation that graduated when corona happened. So I was kind of forced to come back, which was very, very unfortunate. I also remember, I really panicked. You know, corona came in, what was it, March?

Masti 19:38

I think so.

Master's Degree and Pandemic Challenges

Mariana 19:39

So I started in September. And then in February, March, there were rumors of this virus that was killing people and I was away from my family, and away from everyone. I think I panicked and I just remember calling my parents and telling them, "You know what? I'm just panicking every day. I'm scared to go outside, I'm scared someone will just cough in front of me and then I'll get corona and die. They just drove to Amsterdam the next day, I packed all my things and came back home.

Masti 20:19

Wait, you already finished your master's at that point or you didn't?

Mariana 20:23

No, I was in the middle of writing my thesis.

Masti 20:27

n the middle of your thesis, you moved back to Luxembourg?

Mariana 20:30

Yes, I moved back in April maybe. I remember that unis at the time were quite flexible. They didn't know what to do.

Masti 20:44

Online courses and stuff.

Mariana 20:44

I think they were even closed. I can't really remember 100% what happened, but I'm pretty sure some of my classes were canceled. They were canceled till further notice, they weren't just canceled for the day. I had this one module to finish and the final assignment to submit. And because we didn't know whether or not we were going to have any classes, I just decided to come home, submit my assignment and do my thesis at home. Yeah, very sad.

Masti 21:13

At the end, it still led you to the place you are at now, you know. Maybe things were kind of meant to be that way.

Mariana 21:19

Yeah, I think the important thing is that I still managed to graduate and still managed to get my degree.

Masti 21:27

At least, you had a few months in Amsterdam you were able to enjoy.

Mariana 21:30

Yes and I go back quite often, so it's fine. It's not that far.

Masti 21:34

Yeah, true, it's really not that far. So you finished your master's while you were in Luxembourg already and then afterwards, what did you do? I mean, it was still corona at that time. Were you like, okay now I will give the teaching a shot, or how did you come back to it?

Mariana 21:52

I have to admit I felt quite lost, to be honest. I was scared of getting sick, I don't know why I was so obsessed with it but I was scared. Then you had this curfews for quite a while. So I submitted my thesis, and then I don't remember like this time.

Masti 22:14

The time period is like sloppy in your mind.

Mariana 22:19

Yes but I knew the goal was always to do a gap year after the master's. But obviously then, you couldn't, everything changed. Borders were closed, you weren't even allowed to enter certain countries; and if you were, you had to do the quarantine for two weeks, which was like no way. So I decided to call a few schools and ask them, "do you need someone? I'm available, I could teach. And then, this one lady who works in Mondorf, I called her and she said, "you know what, we're actually looking for a pedagogical assistant. And I had no idea what a pedagogical assistant was.

Masti 23:02

Yeah, tell us what that is.

Mariana 23:08

So basically, you go to a school and you're just an assistant, so you assist in everything. If someone is sick, you would just go and cover their classes. If there's no one outside during the break, you would just go outside and make sure

Masti 23:19

So you're an all-rounder.

Mariana 23:21

Yeah, exactly and it was pretty fun, because we were a small team and the school is also small. I think the school had been there for like three years. The school was small, there were not a lot of classes, there were not a lot of teachers, like a little family, so I had a great time there. I was also happy that I started with that and not teaching immediately, because I was able to go to classes, to go to my colleagues' classes and observe their lessons and, just you know, get this feeling and an idea of what it is to just stand in front of a class and teach something.

Masti 24:00

Did you like what you saw?

Mariana 24:04

Mostly yes, I did. That's why I then decided to quit that position. I think I had a contract for a year and I decided to quit a bit earlier because borders were starting to open. I told them I really want to enjoy the last few months before I start teaching. And I got the contract at the school where I am right now, and I've been teaching ever since.

Masti 24:31

What I think is quite interesting is the fact that you had this option open. You kept the teaching aspect open. But I'm just imagining the frustration in a way that you must have felt, like not knowing what to do, everything is closed, you don't know where to go, you're afraid of getting sick. How did you work with these emotions? How did you overcome these kind of emotions?

Mariana 25:01

What really helped me was that I realized I was the one panicking the most at home. My mom was pretty calm, she was still going to the grocery store. Seeing that made me also realize that maybe it's not the end of the world. Yes, we are stuck here for a while. But I actually started doing research on all the other diseases that came.

Masti 25:31

So we're really into it.

Mariana 25:32

Yeah, I was looking how long did they take to make it disappear? Or how long was treatment for this and that? And then, I saw that nothing really lasts forever. So I knew there was some kind of way out. But watching the news and seeing that people were actually respecting the rules really helped, because you had some kind of hope that it would be over soon. And also seeing that you know airports were being more flexible, borders started to open, you just gain your confidence again and your motivation.

Masti 26:14

After school, you also feel lost because you don't know where to go. And after you were back in Luxembourg, you also felt lost because you didn't know where to go, again. Is that a common approach you could use for these situations? To sa y these things won't last forever, I'm the one panicking and actually maybe the thing is not as bad as it actually is.

Mariana 26:36

Now, thinking back, I do realize that I was only a student. I think at all times, I had someone or something, maybe it was like a program like Moodle, telling you what to do, when to submit something, how much time you have left for this, when do you have to sign up, etc. And I think now, I am in the position where I cannot panic in front of other people, especially my students. And I think because I have a responsibility now to bring calm to other people, I don't become anxious as quickly as I did before.

Masti 27:27

You think it's because of the responsibility aspect that you really had to get things together?

Mariana 27:32

I think so because, thinking back, I was never really by myself. Well, I'm not by myself right now but I never had the sense of responsibility that I have now. My job is also to make sure my students don't panic. If I panic in front of them, then you lose control.

Masti 27:53

Sometimes, I feel like a classroom could be like a mirror.

Mariana 27:57

Yes, that's exactly that. You know, you have the fire alarm going off. Even when the wars started a couple of years ago, there was also this sense of uncertainty in the classroom. There were so many things going on and you are the one that needs to stand in front of them and tell them, let's have a look at the facts. You sacrifice one of your lessons to talk to them about this. When corona happened, I was in there and I was them.

Masti 28:35

Yeah, true. See, from the other guests that I had here before, something that always came up is that in their bachelor's - some also did the master, so that might make a difference too - what they learned was critical thinking and how to really create an opinion. I think that plays an important role in a classroom too. So is there like similarity?

Mariana 29:02

Well, critical thinking is a skill that students should be learning every day. Depending on the age, I try to end or start a lesson with a more challenging question, also to have them practice developing their opinion, right. I don't expect their opinion to be developed or elaborated, but you start from there. You give them the question, you give them the topic, you set context and then, you come with the facts. You give them some articles, you might read a book and help them develop their own opinion. I think critical thinking comes with a lot of questioning from the teacher too.

Masti 29:50

Are there things that you might have learned or had during your studies in the BCE that are reflected in your current classroom today? Maybe in a way you teach, maybe it's something particular you learned, that you feel like there is a relation between those two things.

Mariana 30:10

I do have some random examples. Um, I always admired the professor's ability to just wait in silence for someone to answer . and I remember my first and year, and. And now, even now I ask a question and no one says anything, I'm low-key panicking, I'm like why, is my question too hard? How can I formulate the know. And then I reformulate the question and still no answer. Then you just realize that they're just know, they just look at you; and I tell them, ". So you don't know and like well, I'm just thinking of an example. And then you give them two, three minutes and they have an example. And I think that's something , actually I never appreciated because I wasn't really realizing it was happening. Now that I'm a teacher, I see it. I know it's a random example, but it's something that I see every day.

Masti 31:10

Sometimes it's like the small things, but people might not notice them after all.

Mariana 31:14

Yes.

Masti 31:16

Did you have any difficulties during your studies?

Overcoming Stress and Finding Balance

Mariana 31:20

Stress was of course a huge factor. I think feeling stressed or feeling overwhelmed was almost part of the whole process, to be honest. I am naturally a little bit of a procrastinator. I tend to leave things until the last minute and then, find myself in a panic again. But I have to say that the transition from high school, where everything is very structured, to going to university, where you were expected to manage your own workload, was definitely challenging. I had never sat in an exam before, apart from the high school exams which is nothing compared to uni, nothing compared to sitting four hours and writing an essay.

Mariana 32:17

I think first and second year I was constantly trying to catch up and it created a lot of stress. Over time, I realized that I just couldn't keep living in this state of panic and stress every day, the whole time. I started to develop some organization strategies. Simple things like finally buying a planner or setting myself tiny deadlines throughout the week. Or, if I knew I had this huge assignment due at the end of the month, I would try to work on it every week and have these more manageable tasks. I think these small changes made a huge difference. And then the third year, and then my master's year, ran a bit more smoothly.

Masti 33:19

I feel like when you have that transition you first have to learn what learning actually is. In high school, learning has a very different approach to what you have to learn in the university. So the four hours you mentioned that you write some text or something, it will be different when you start studying. I'm also someone that kind of procrastinates a little. And I feel like when you have those little rewarding moments, when you have a small task done, it's so much better and relieving instead of having that big pile at the end of the week. So, to anyone out there who has that tendency, please try this method.

Mariana 34:04

I remember it was maybe my second year, I had finished the essay maybe a week before the deadline, and I went up to my professor and I showed her my essay to ask, do you think this structure is good, do you think this argument is okay? And she looks at me and she goes "wow, you're so organized. Wow, because I was like a week early.

Masti 34:31

That must have been the best feeling.

Mariana 34:35

But it happened once.

Masti 34:38

At least, it happened once. Then you can always retell yourself that it happened.

Mariana 34:42

Yes, it happened. Just once but still.

Masti 34:47

What helped you to stay dedicated throughout the bachelor?

Mariana 34:51

Well first, like I said, after the first year I realized that I really enjoyed the program. I think it helps to stay motivated when you know that this is what you want to do. I have a lot of friends who decided to switch programs after one or two years. Knowing that you are doing what you like motivates you. I mean, at least it did for me. And also just knowing that you are at university. You know, I'm the first one to go to university in my family, so I also wanted to make them proud.

Masti 35:32

I guess it's a common thing that I've heard this pattern of: if you like something, just give it a shot. That liking will grow into loving something at some point. To the person that is listening right now, if you like biology, maybe look for something that's in biology. Or if you're like Mariana, who likes languages and linguistics maybe, go into that direction and at some point, you'll be in a teaching position or whatever it is that that your heart beats for. So it's just a matter of timing and place. Definitely choose something that you like.

Mariana 36:16

I think I was very lucky with the BCE because you were able to create your own schedule and create your own program. You did have the compulsory modules but apart from that, you were free to collect your ECTS the way you wanted to. I remember being focused on linguistics so much, I took all the linguistic modules, and that motivates you because you're not forced to complete a module that you're not interested in.

Masti 36:46

True, so how was your Erasmus experience like and where did you go?

Mariana 36:51

Right, the Erasmus, I still remember that. I don't know what the options are nowadays with Brexit and everything happening, but I decided to go to a place, or a rather unusual place, that people don't usually often visit in England. So I decided to spend my three months in Birmingham. Most people were like, "wha what are you doing there? It's so dark and gray, you don't understand the accent". And you know, it's fine, I want to experience it. So I went to Birmingham. It was indeed dark gray, and I did not understand the accent.

Masti 37:34

Okay so -

Mariana 37:35

Everything was true, but I really enjoyed it. I spent three months there, more or less, until the Christmas break. From September to Christmas break, and I loved it.

Erasmus Experience and Final Advice

Mariana 37:49

It was very different from Luxembourg. I had a lot of free time which was great, I could visit. Birmingham is quite central so I could go to London anytime. I remember visiting all the cities around. I went to Leeds to visit another friend that was doing the Erasmus there, spent every weekend in London. The train from Birmingham to London was super cheap, so that was a dream. I remember our semester ended quite early, earlier than in Luxembourg. I did not have any final exams, so I ended up having a two-month Christmas break.

Masti 38:28

No way.

Mariana 38:28

Yes, so it was fantastic. I really cannot complain. I learned a lot but also enjoyed a lot of my free time. So after the Erasmus, I decided to spend six weeks in Slovakia, teaching. I didn't know what to do for two months, you know. It's two months, I'm not going back to Luxembourg, it's super cold. Then I went to Bratislava, it's even colder.

Masti 38:56

Yeah, I was thinking.

Mariana 38:57

Yes, it was snowing. So, the Erasmus ended up being a pretty cool experience. I did not just visit a new city but I spent three months in a completely different place than I had imagined, and visited another country after that. So it was great.

Masti 39:19

Even though you went for the masters in Amsterdam, which wasn't really teaching, you still ended up after your Erasmus going to Bratislava teaching there. So it kind of led you into that way, didn't it?

Mariana 39:37

I always like to say and think that my job is not who I am. When I decided to go to Birmingham, it was just a personal interest and when I decided to do the volunteering job, teaching was what was available. I did not pick that specific job or program because it was teaching. Teaching just happens to be something that is so needed everywhere; and I saw it as a great opportunity for me to share my culture and share where I come from. Actually, this teaching position, if I can call it like this, was more of a cultural exchange. I was not really teaching English or teaching a subject, I was more giving presentations on multiculturalism and multilingualism in the classroom. I think instead of leading me to the teaching career, it kind of opened my interest for linguistics.

Masti 40:49

That's maybe why, at the end, you went for the master's in Amsterdam.

Mariana 40:54

Yes, I think it really helped a lot, especially the multilingualism aspect of it.

Masti 41:00

What are two things that our listeners can or should remember from this conversation?

Mariana 41:08

One thing is, speaking from experience, I really, really enjoyed my time at uni. The three years I was here in Luxembourg passed by so quickly and now I often catch myself thinking how much I would love to go back. Even just for a day. To experience that time again but this time, without all the pressure and stress we tend to put on ourselves. And again, when you first start uni, it is normal to be overwhelmed. But developing strategies to help you study or to help you stay focused are so important, early on. I wish I could go back and have the strategies already in place and enjoy my time.

Masti 42:01

Oh, so you mean go back as the person you are now, with the knowledge you have, and then relive the university life?

Mariana 42:09

Yes.

Masti 42:10

So you have all the perks of being a student.

Mariana 42:11

Yes, definitely. So, what they should take from this conversation is take your time to find your own way to deal with things. It's very, very important to even just to be able to complete the three years. The earlier you start thinking about how to feel less overwhelmed and less anxious, the better. Because, the more time you have to enjoy uni stress-free.

Masti 42:40

Yes, okay, I get what you mean.

Mariana 42:41

don't know if it makes sense.

Masti 42:42

No, it totally makes sense. Instead of focusing on the stress, try to enjoy the actual student life you have, because later on you will miss that part.

Mariana 42:53

If you're a student, if you're doing the BCE program, please try and choose the courses that truly interest you, that make you curious and excited. Not just the ones that you think you should take for a future job. In the end, following what you love will always open doors you didn't even know existed um. So yeah, do not rush through it and enjoy every bit.

Closing Thoughts and Contact Information

Masti 43:23

I hope you enjoyed this episode of Alumni Stories. If you want to get in touch with our guests, are interested in applying or need more details about the Bachelor of European Culture study program here at the University of Luxembourg, check out the description of today's episode, where I've added all the information you'll need. That's all for now, but we'll be back soon, and I hope you will be too. Maybe even soon on campus.