This year, fourth-grade students at BASIS International & Bilingual Schools Wuhan have been growing as writers while making meaningful international connections. As part of a year-long writing project, students were paired with pen pals from an elementary school near Denver, Colorado, in the United States. Their partners—students in grades 2, 3, and 4—are also English language learners, making the connection especially authentic and rewarding for both sides.
Leslie Schlag, Grade 4 English Teacher and Vice Head of ECE at BASIS International & Bilingual Schools Wuhan
This is the first time Leslie Schlag, Grade 4 English Teacher and Vice Head of ECE, has coordinated a pen pal exchange on an international scale. “I’ve led similar projects before, but only within the United States,” she said. “The inspiration behind the project was twofold: to help my students strengthen their writing skills and give them a window into the lives and perspectives of other children around the world. It’s been incredible to see the impact.”
Since the beginning of the school year, students have exchanged several letters with their American partners. Using a blend of traditional writing and technology, students handwrite their letters, which are then scanned and shared through email—helping to speed up the exchange while preserving the personal touch of handwritten notes.
Throughout this year, students have enjoyed a genuine exchange of culture and friendship. They’ve compared traditions, holidays, hobbies, and school life. Some discovered similar interests, while others found joy in explaining their cultural holidays to their curious friends.
Student Reflections
Francis L.
“My pen pal is a third-grade student. He lives in Colorado, America. He likes space. He likes PE too. He also likes Chinese New Year and firecrackers. I really like writing letters to him because he always writes a lot back. We know each other from the letter, and we can get to know what each other’s doing in a different country. And I can learn more about different culture.”
Flora Z.
“I think pen pal is someone I can say something to. My pen pal is from another country and when we share something in life with each other, we feel good and happy. In letters, we can talk about each other’s school and home. Like I like drawing, and she likes drawing, too. So, we drew some pictures on our letters.
“Our pen pals are in America, and they share the life in another country with us. Like they also have semester tests like us, and they have field trips, too. I think the most important part of having pen pals is that I can learn some cultures in other countries.”
April L.
“My pen pal is called Hameed and he is in grade 2. He is learning English like me. He is learning to write letters, as well. I have been writing with him for 2 months. The best thing I like about writing letters with him is talking and asking questions with him. We talked about Chinese New Year, spring breaks, and schools. I like having a pen pal because I can have a new friend, and I can talk with him.”
Jocelyn
“My pen pal’s name is Londyn, and she is also in fourth grade. She enjoys art and drawing. She is very interested in Chinese New Year. So, I told her a lot about Chinese New Year in the letter. I think London is very nice because she once invited me to be her good friend. We have been writing letters to each other since the start of school.
“I lived in the United States for two months when I was a child, and then returned to China. So, I want to know what happened over there. I am very interested in their daily life. I like this pen pal activity because I can establish connections with people on the other side of the world. Although we are far apart and cannot meet in person, I can communicate with them through writing letters.”
Video Pen Pals
The pen pal program focused on letters and writing in the first few semesters of this academic year. But last week, with the support of Mr. Nick Smith, our design and technology teacher, students took their communication skills to a whole new level—through video.
In an exciting twist, our fourth graders recorded themselves reading their latest letters aloud on camera. This special addition allows their pen pals to read their words and see and hear them—putting faces and voices to the names they’ve come to know through writing. It was a meaningful step in building even stronger connections across the miles.
Students were thrilled to add this personal touch. They practiced reading with expression and clarity, thought about how to introduce themselves on camera, and gained confidence in speaking English to a real audience. These video messages help deepen the sense of friendship and cultural exchange at the heart of the project. We can’t wait to see how their pen pals respond.
Conclusion
The project has been a highlight of the year, not only because of the improvements in writing but also because of the sense of curiosity, empathy, and global awareness it sparked. “Many of my students have gained a new sense of confidence in their writing,” Leslie shared. “Some have formed strong, genuine connections with their pen pals.”
While this group of students may or may not continue their correspondence next year, Leslie is more than happy to support other teachers who are interested in starting their own pen pal exchange. “It’s a powerful and rewarding experience for everyone involved,” she said.
For more information on teaching with BASIS International Schools, visit our careers website.
