Language is a light that has always shone through the life of Harry Vandewiele, an earnest final year Education student at VIVES University of Applied Sciences. Born and raised in Belgium by parents from Brighton, England, Harry grew up with a natural curiosity in the English language and culture. After three years of pursuing his dream to become an English and French teacher, and only one practicum placement yet to be completed, Harry chose to conclude his degree with an adventure: travelling to Queen’s University at Kingston to work with Queen’s School of English (QSoE). “Working at Queen’s has not only inspired how I want to see myself as a teacher,” Harry says, “but it's made me question, ‘who do I want to be as a person?’ It’s not what I expected, but it surpassed every expectation.”
Harry often reminisces on his unexpected introduction to the program, astonished at the power one small moment carried over his future. “My English professor at VIVES university had a water bottle with the logo for Queen’s School of English. Before class, I told him, ‘That's a really nice bottle.’ He said, ‘‘Yeah… you should come see me after class.’ I was like, ‘It's just a water bottle.’ And then he told me all about the internship that was possible to do here.” By the end of July, Harry had completed twelve weeks of work with Queen’s School of English, helping dozens of international students shine through the English for Academic Purposes program (EAP).
When Harry stepped into the program as an instructor, he poured all his enthusiasm into the core classes he taught and the writing elective he developed. “We practised not only academic writing, but personal writing – applying for jobs, writing poetry,” Harry explains. “I think creative writing is crucial for them to really open up and express themselves.” As Harry explored different writing styles with his students, he stayed true to his key goal: empowering his students to make choices and take risks. “I would ask them, ‘what do you want to see next week when we're talking about poetry?’” Harry recounts. “What they say might differ from what I’m thinking, but that's completely fine.” Week after week, Harry steered clear of mechanical language exercises in favour of learning that was relevant to the real world, meaningful to his learners, and genuinely engaging.
By the end of Harry’s time with his students, their evolution was striking. “During the first week, they were so shy that even when we asked their name, they would just point at their name tag and feel unable to speak,” Harry recalls. “Now, they're asking questions. They challenge each other, even at the beginner level, and they take ownership of their learning. And I think that shift from passive to active interaction and participation is what will stay with me forever.”
Seeing his class transform this way was particularly meaningful for Harry, because more than anything, he is passionate about building connections and confidence in his students. ”Confidence is something I struggled with as a student,” Harry shares, “but I had a few teachers who were extremely supportive and gave me the confidence I needed. I think those are the teachers that will stay with you the longest. I still remember them, from preschool and kindergarten to high school. Being able to build confidence in students is one of the most rewarding things you can do as a teacher.”
It warms Harry’s heart to see the spirit of connection and encouragement that lives within the Queen’s School of English faculty. “My colleagues have been amazing – even from day one,” Harry expresses. “Amy and Melissa and Jill and Kelly… They were so happy to see me, and I was happy to be there. It feels like I've been a part of the team for a few years instead of a few weeks. Everyone I’ve worked with has been an additional reason for me to pursue my dreams in becoming a language teacher.”
Harry is eager to see his dreams come true as he steps into the classroom this September – no longer the teaching intern he has been for the past two years, but a certified secondary language teacher. “Teaching is something I want to pursue with everything I have,” Harry says. “I'm truly passionate about connecting through language. It’s something I do with heart, with purpose, with the intent to make an enormous social impact.” Once Harry explores everything the teaching career has to offer, he aspires to close his career as a principal – and perhaps gain some more international experiences. “Working with Queen’s School of English has been nothing short of transformative for me, and it's not just about teaching English anymore,” Harry voices. “It's about building bridges and connecting foreign cultures through language – helping students find their place in an unfamiliar academic culture. As I step into my own classroom, I plan to build a space of the same nature: where my students can make mistakes, where my students feel seen, and where their voices matter.”
About the Author
Juliette Silveira is a final year Education student at Queen’s University. In 2024, she completed her Bachelor of Arts (Honours) Degree at Queen’s University with a Minor in Dramatic Arts and a Major in English Language & Literature. In July 2025, she will complete her Bachelor of Education degree through the Concurrent Education program. Juliette has spent her time at Queen’s learning to become an Intermediate/Senior Drama and English teacher, and she has focused on Indigenous teacher education through the ITEP program. Passionate about cultivating students’ creativity and critical thinking, Juliette is eager to bring her experience as an actress, musical theatre teacher, creative writer, and literary analyst into her classroom.