I was five years old when my family moved from Bangladesh to the United States. At home, I spoke Bangla, but in school I had to learn English quickly just to keep up with my classmates. Each new word I learned felt like a door opening for me, and I still remember the pride of finally being able to raise my hand in class without fear. That experience taught me that language is more than just communication; it is belonging. From an early age, I learned how powerful language can be in shaping confidence, and that realization has never left me. It is what inspires me now to want to teach English to students who are experiencing what I once went through.
Working as an assistant teacher at 82nd Street Academy gave me the chance to turn that inspiration into practice. I worked with children from immigrant families, many of whom were emergent bilinguals. I saw their frustration when they struggled to express themselves, and I saw their joy when they finally did. These moments confirmed for me that teaching English is not only about language skills, but also about giving students confidence, dignity, and opportunities. I also bring the perspective of being a language learner myself. In recent years, I have studied Korean and Mandarin, and struggling through unfamiliar alphabets and sounds reminded me how vulnerable it can feel to be a beginner. These experiences, both as a teacher and as a learner, have made me deeply committed to creating a classroom where students feel supported, encouraged, and proud of their multilingual identities.
While I am proud of my dedication and growth, I also want to be transparent about my undergraduate record. My GPA is not as strong as I had hoped, but it does not reflect my ability or determination. During college, I faced significant family responsibilities and personal challenges that affected my focus. Even so, I never abandoned my goals. I continued to push myself, to study languages, and to stay involved in education whenever possible. Those difficult years taught me resilience and empathy, qualities I believe will make me a stronger teacher, especially for students who are balancing struggles outside of school. Rather than seeing this as a weakness, I see it as part of the foundation that has prepared me to succeed in graduate school and in my teaching career.
Hunter College's TESOL program is where I want to continue this journey. My goal is to serve students in New York City who, like me, are balancing two languages and cultures. I also hope to eventually gain teaching experience abroad and bring back new perspectives that will enrich my classroom here. Ultimately, I want to help students see their languages and cultures as strengths, not barriers, and to give them the confidence to use their voices fully. I believe my personal history, my professional experience, and my resilience have prepared me for this program and for the work of becoming the kind of ENL teacher I aspire to be.
Working as an assistant teacher at 82nd Street Academy gave me the chance to turn that inspiration into practice. I worked with children from immigrant families, many of whom were emergent bilinguals. I saw their frustration when they struggled to express themselves, and I saw their joy when they finally did. These moments confirmed for me that teaching English is not only about language skills, but also about giving students confidence, dignity, and opportunities. I also bring the perspective of being a language learner myself. In recent years, I have studied Korean and Mandarin, and struggling through unfamiliar alphabets and sounds reminded me how vulnerable it can feel to be a beginner. These experiences, both as a teacher and as a learner, have made me deeply committed to creating a classroom where students feel supported, encouraged, and proud of their multilingual identities.
While I am proud of my dedication and growth, I also want to be transparent about my undergraduate record. My GPA is not as strong as I had hoped, but it does not reflect my ability or determination. During college, I faced significant family responsibilities and personal challenges that affected my focus. Even so, I never abandoned my goals. I continued to push myself, to study languages, and to stay involved in education whenever possible. Those difficult years taught me resilience and empathy, qualities I believe will make me a stronger teacher, especially for students who are balancing struggles outside of school. Rather than seeing this as a weakness, I see it as part of the foundation that has prepared me to succeed in graduate school and in my teaching career.
Hunter College's TESOL program is where I want to continue this journey. My goal is to serve students in New York City who, like me, are balancing two languages and cultures. I also hope to eventually gain teaching experience abroad and bring back new perspectives that will enrich my classroom here. Ultimately, I want to help students see their languages and cultures as strengths, not barriers, and to give them the confidence to use their voices fully. I believe my personal history, my professional experience, and my resilience have prepared me for this program and for the work of becoming the kind of ENL teacher I aspire to be.
