Guest article written by: Maria Wang
My journey into teaching began in November 1993 when I became a volunteer literacy tutor. Trained as an English as a Second Language (ESL) tutor, I worked one-on-one with adult learners from many countries who arrived with little or no English. Those early volunteer hours were both humbling and inspiring. Helping adults take their first steps in a new language felt deeply rewarding, and it sparked a determination in me to pursue ESL teaching as a profession. That decision led to six years of formal study and a steady commitment to improving how I teach language and literacy.
My work with adult learners was shaped by my own experience as an immigrant. I came to the United States at age eleven, speaking almost no English—just a few words like “yes” and “no.” My father had been in the country for two years before the rest of my family joined him in Buffalo from Taiwan. The early years were filled with fear and the urgent need to adapt, but the love and support of my parents helped me get through school. Those struggles left a lasting impression: I learned what it feels like to be behind in language skills, to feel self-conscious about mistakes, and to rely on patient teachers and mentors to move forward.
High school and college presented significant challenges. In high school I often relied on copying passages to produce acceptable papers because I could not yet write comfortably in English. My peers sometimes laughed at my mistakes, which made learning more difficult emotionally. When I entered college, I knew my writing needed improvement. With the guidance of three dedicated English professors and a lot of focused work on my part, I was able to pass the required developmental and freshman composition courses. Those successes were milestones: they built my confidence and taught me that a supportive teacher can profoundly influence a student’s motivation and progress.
Determined to become the kind of teacher who makes a difference, I enrolled at the State University of New York at Stony Brook to study Teaching English as a Second Language. I earned a master’s degree in May 1997, which strengthened my knowledge of language acquisition, curriculum design, and classroom strategies for multilingual learners. When my family relocated to Illinois in June 1997, I continued my professional path by enrolling at the University of Illinois at Chicago, where I pursued elementary education to broaden my understanding of child development and classroom management. I completed a second master’s degree in Elementary Education, received my Elementary Teaching certificate in June 2000, and earned an ESL endorsement in May 2001.
These academic credentials were important, but equally important were the insights I gained from the people I taught and the classrooms I joined. Working with adult learners taught me patience, the importance of cultural sensitivity, and the need to design lessons that are practical, relevant, and respectful of learners’ diverse backgrounds. Working in elementary settings taught me how to create structured, nurturing environments where young learners build confidence through routine, meaningful practice, and encouragement.
My teaching philosophy centers on empathy, encouragement, and evidence-based practice. I believe effective ESL instruction combines clear, scaffolded lessons with opportunities for real communication. Building learner confidence is as crucial as teaching grammar and vocabulary: when students feel safe to take risks, their language development accelerates. I also emphasize the value of lifelong learning for teachers. Continuing professional development, reflection on classroom practice, and collaboration with colleagues help me refine my methods and stay responsive to students’ needs.
Reflecting on the path from volunteer tutor to certified teacher, I am grateful for each challenge and success along the way. The experience of arriving in a new country with limited language skills gave me an enduring empathy for learners of all ages. The support of mentors and the formal training I received enabled me to turn that empathy into effective teaching. Today, whether I work with adults learning basic literacy or with children gaining foundational language skills, my goal remains the same: to create learning experiences that empower students, honor their stories, and open doors to fuller participation in their communities.
My teaching journey continues, guided by the conviction that a caring, well-prepared teacher can transform a student’s opportunities and outlook. Every classroom is an opportunity to foster growth, confidence, and a lifelong appreciation for learning English as a second language.