Grace Gentry

In February 2019, as I sat in the only fully air-conditioned restaurant in Oaxaca, Mexico—Starbucks—I made a life-changing decision. While the AC blasted so hard that it blew my hair around me, the only hint of air-itime movement in the arid, still afternoon of the Oaxacan dry season, I resolved to embark on a journey to become a certified TEFL (Teaching English as a Foreign Language) teacher. Little did I know that this decision would lead me to my current position, over four years later. I have nearly completed my first year as an ESL teacher in an American public middle school, despite the challenges I faced along the way.

Nestled in a foreign country, amidst the rich culture and vibrant atmosphere of Oaxaca, I found myself contemplating my future. My long-term relationship had just ended, and my nonprofit career had not gone as planned. Nothing, really, had gone as planned, and I was seeking to make a break from the past in order to begin something entirely new. I had always been passionate about language and education, and the idea of teaching English to non-native speakers ignited a fire within me. Surrounded by locals and tourists in that Starbucks, I delved into research about TEFL programs, imagining the possibilities that lay ahead.

With my decision in place, I began my TEFL journey. I enrolled in an intensive program that would equip me with the necessary skills to teach English effectively. The course covered a wide range of topics, from classroom management to lesson planning, and required hands-on teaching experience. The program challenged me to step out of my comfort zone and develop my teaching abilities, preparing me for the road ahead.

It was not direct road from teaching certification to teaching position. When I returned home, I had to face the harsh reality that the woman who raised me, my beloved great aunt, had declining health. I moved back to my hometown to work for a small t-shirt printing and supply company as their Marketing Coordinator. My bosses were miserable, and the loss of my friendships and amenities in the big city of Columbus weighed me down. Putting my dreams of teaching English on-hold, I made the decision to move to Las Vegas. It was a gamble on getting out of Springfield in order to start a new life in a bigger city, where my Spanish skills would be more valuable — a good gambler plays to their strengths.

Then the COVID-19 pandemic hit.

The lights went out in Vegas.

The gamble was a loss.

To make matters worse, my beloved great aunt suffered strokes around the time that I moved, and it became clear that her health was fading fast. My then-boyfriend convinced me to come back to Columbus for the lockdown. As an occasional poker player, I know that it’s important to know when to hold ’em and when to fold ’em. I left Las Vegas and went back to Ohio.

After my great aunt’s death, I was at a loss the depths of which I had not fully understood at the time. I felt like I had lost everything, at the same time that I could feel almost nothing. I placed another bet on getting out of Ohio — this time, on Dallas, Texas, where I moved in with a friend to get back on my feet. Little did I realize at the time that I was attempting to outrun my problems; whether they found me down in Waxahachie or they were stowaways in my baggage the entire time, I’ll never know.

Thunder claps louder in Texas over the open plains. Mental illness does, too. And the misogyny comes up from behind and literally grabs you in public. I fled in the midst of a thunderstorm, and I’ve never looked back.

Eight or nine months later, I found myself slinging drinks and sides at a barbecue restaurant in Richmond, VA, again trying to figure out what the hell I was doing with my life. I had resumed my Spanish lessons, but one day found myself crying (in English) to my professor that I wanted to do something more with my life than cocktail waitressing. He asked me what I wanted to do, and I said I wanted to get my Master’s of Teaching English to Speakers of Other Languages (MTESOL) from Arizona State University.

He told me, simply and calmly, “Hazlo.” Do it.

I applied to and enrolled in my MTESOL program in a matter of months, supported by three mentors from different stages of my life who all eagerly rose to the occasion to see me succeed: my childhood pastor, my undergraduate English advisor, and of course, my Spanish professor. I gave myself one semester to get a basis in TESOL theory and practice before I began seeking practical experience in the field in the real world.

Just as soon as I began volunteering with a Latinx community organization, I caught COVID, and worse than the virus’s symptoms was the malaise that accompanied them. I felt rudderless and adrift amid a sea of used tissues and half-watched Disney movies. Again, I wondered what the hell I was doing with my life. The following week, I began applying for teaching positions.

Shortly before the beginning of the school year, I was offered an ESL position at the largest middle school in the district; the one with the largest number of English Language Learner (ELL) students. I eagerly embraced my first teaching position. Landing a role as an ESL teacher in was a dream come true. However, I soon discovered that working with 8th graders presented its own set of unique challenges. Adolescents at this age can be rebellious, easily distracted, and testing the boundaries of independence. But I saw this as an opportunity to make a difference and positively impact their lives.

The first year as an ESL teacher was undeniably challenging. I faced obstacles such as language and cultural barriers, institutional hurdles, and varying academic abilities among my students. However, these challenges only fueled my determination to adapt and grow as an educator. I sought guidance from experienced colleagues, attended professional development workshops, and engaged in self-reflection to continuously improve my teaching techniques.

Despite the challenges, witnessing my students’ progress and growth has become my greatest reward. Helping them overcome language barriers, building their confidence, and seeing their excitement when they grasped new concepts gave me an immense sense of fulfillment. I strived to create a safe and inclusive classroom environment where each student felt valued, respected, and supported in their educational journey.

Recognizing the importance of lifelong learning and maintaining a connection to the larger Instructed Second Language Acquisition (ISLA) profession, I am eternally grateful for my MTESOL program. This additional step would equip me with advanced knowledge and pedagogical skills to better serve my students. As I enter my final year of the program, I am excited about the prospect of gaining deeper insights into language acquisition and further honing my teaching expertise.

From the moment of decision-making in that air-conditioned Starbucks in Oaxaca to the present day, my journey as an ESL teacher has been both challenging and rewarding. Overcoming the struggles and witnessing the growth of all of my students has made every hurdle worthwhile. As I progress through my final year in the MTESOL program, I eagerly anticipate the new opportunities and experiences that lie ahead, continuing to shape me into an even more effective ESL teacher.