Hello my name is Angie. I recently graduated from Metropolitan State University of Denver (MSUD) with a Bachelor of Arts in Human Development-Psychology, Minor in Teacher Licensure; Linguistically Diverse Endorsement. From the perspective of an ESL educator, I understand the educational learning process can be challenging on many levels for students who are acquiring a second language. From the perspective of an ESL student, “Learning a second language often requires motivation and confidence.” I am very fortunate that I acquired the ability to speak English and Spanish at an early age - I got the ESL support from educators and mentors. This is part of the reason(s) that I was determined to become an educator.
I would like to briefly mention a few of my teaching experiences; for example, I was a peer mentor at a local community college. I was asked to help a student with a history assignment. As I conversed with her, she mentioned that she was struggling in the course because English wasn’t her first language. She shared it was difficult to keep up with the professor’s lectures while taking notes. I assured her that I too was an ESL student and I often experienced difficulties learning English as a child. During our conversation I suggested that she might think about getting a mini tape recorder so she could record the lecture and concentrate on taking notes, which would alleviate her frustration with transcribing the information in class.
Prior to attending Metropolitan State University of Denver, I was a paraprofessional (bilingual reading assistant). I worked in various capacities such as: special education and ESL classrooms. I often accompanied teachers on home visits. I interpreted for the teachers to Latino families regarding student progress. I often assured the parents that, although their children were learning to speak English, they would not lose their culture. I tried to eliminate any of the parents’ fears about cultural identity crisis. For example, a family of three siblings enrolled at the school, their primary language was Spanish. I was concerned that the children were below their grade level. I approached the principal and requested to work individually and in reading groups during the afternoons. I also volunteered to read with the children at their home on the weekends. As the children’s reading level increased, they had a sense of confidence about themselves. It was during this experience that I realized that learning can occur beyond the conventional classroom setting.
These experiences also reflect my dedication to student academic success. If given the opportunity to assist students, I am confident that I would be an asset to the program because I am willing to encourage students to believe they can achieve their educational and career goals. Lastly, I understand the patience it takes to guide students through the learning process.
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