Access to education and resources has been an important issue not only through my personal experiences growing up, but also in working with various marginalized communities. Whether the barriers are social, geographic, linguistic, or economic, access to education can empower others and break down barriers. Through teaching in multiple communities throughout the world, I have developed an interest in adult second language acquisition and second language literacy development. Additionally, my experience living as a foreigner in S. Korea opened my eyes to the challenges of living in another language. I have learned the importance of immigrant language education programs and I have experienced how language leads to self-actualization. My passion for language and experiences abroad have propelled me toward the goal of working with im/migrant and refugee communities. Specifically, I wish to work in the field of Teaching English to Speakers of Other Languages (TESOL) so that I can work with English language learners in the U.S. A career in TESOL will allow me to use my passion for language to empower others. In the upcoming semesters, I will work with Penn’s community language learning programs. Through my fieldwork, I will hone my teaching skills and gain insight into how community learning programs are operated and sustained. I will also develop a better understanding of the more specific needs of immigrant/refugee communities. Upon completion of this program, I will not only be a scholar in my field but also have the skill sets to develop language learning programs and conduct research on second language acquisition and instruction. Representing a multiplicity of underrepresented groups, my perspective in the TESOL community will contribute to the conversations around access to education, community resources, and ways that im/migrant and refugee communities are often marginalized in multiple ways.

Being a first-generation graduate student and queer person of color, I have experienced a number of hurdles in my academic and personal life. I am often “the only” in spaces that I inhabit and this leads to not being seen, heard, understood, and accepted by colleagues and faculty. Currently, I am the only Black person in a master’s program. I have experienced racism and microaggressions, and when I have attempted to talk about my experiences as a Black, queer woman, I am often met with silence, denial, and push-back from my department. This has left me feeling marginalized and unwelcome in a place I wanted to call home. For some time, I contemplated resigning from my program because my experiences affected my mental health and physical wellbeing. Fortunately, I decided to persevere and began to advocate for myself for, as Roger Crawford said, “Being challenged in life is inevitable, being defeated is optional.” I found a community outside of my department that provided me with insight and strength. With a newfound determination, I began to have discussions with faculty and staff and as a result, I was given a Diversity Equity and Inclusion graduate research assistantship position in my department. Through my new position, I have talked with faculty and other minority populations in my program to better understand my department and the experiences of others. I am working to bring their voices and needs to the forefront. In the upcoming semester, in my graduate research assistantship, we will begin to conduct surveys and focus groups. With our findings, I hope to design faculty professional development and provide more resources and allyship to the students in my program. Additionally, I hope to make my department a more welcoming space for everyone, and by doing so I hope that future students of color are able to call my department home.

Growing up in Philadelphia, I encountered members of immigrant communities daily. Whether it was the Nigerian hair salon around the corner or the Korean dollar store up the street, my daily routines were filled with a variety of languages and cultures I had yet to understand and appreciate. Throughout my youth, languages intrigued me and led me to study linguistics at Swarthmore College. In my effort to develop my understanding of linguistics and English education and the communities served, I have experienced a broad range of work in this field from tiny, student-led ESOL classes in a church in Chester, PA to my work at the Center for Applied Linguistics. Clearly, there is a need for English language programs in our local communities. My goal is to combine my understanding of teaching, linguistics, and language acquisition to provide meaningful and sustainable resources to immigrant and refugee populations in the U.S. This fall, I will begin an M.S.Ed in Teaching English to Speakers of Other Languages (TESOL) at the University of Pennslaynvia. An M.S.Ed in Teaching English to Speakers of Other Languages (TESOL) from Penn will enable me to delve deeply into specific topics in linguistics and synthesize my teaching experience with research that can expand on my understanding of language acquisition and language instruction. While in the TESOL program, I will not only engage with experts in my field but also broaden my perspective on the education and policy landscape through courses in the other divisions of the graduate school of education. The opportunity to study and research topics related to TESOL will deepen my understanding of second language instruction, English language learners (ELLs), and the issues faced by im/migrant and refugee communities. As a graduate assistant, I plan to work alongside Penn GSE’s field experts on projects related to English language instruction and biliteracy development. Additionally, I will work in the field with Penn’s community language learning programs so that I can apply theories and methodologies from the classroom and continue my mission serving Philadelphia’s many communities. I envision myself working with ELLs in the U.S. through government and non-profit organizations such as the Center for Applied Linguistics, and im/migrant and refugee education programs. The skills I have honed at Penn will enable me to contribute to curriculum development and design and become a resource to programs aiding ELL communities. Ultimately, I will enter a doctoral program conducting deep research into second language literacy in adults so that I can make a significant impact on im/migrant and refugee communities and contribute to the global conversation about second language literacy.