From Bangladesh to the US - personal statement for Hunter College TESOL grad school program

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.

You should not be referencing other languages in the personal statement. While you are using this to prove your ability to learn, you are deviating from the learning experience that you had for the English language, which should be the focal point of this personal statement. So it would be best to remove the references to your struggles in learning other languages. Yes, you also have to remove your reference to traveling abroad to learn languages. You are already in an English speaking country, there is no need for that reference. Unless you will be traveling to the UK to learn about British English. However, that will not make a difference in this personal statement. Do not confuse the reviewer. If he feels that any part of this statement is not applicable to your abilities as an English teacher, he will disregard the application.

Thank you so much for your suggestions !! Here is the revised version.

Personal Statement - Hunter College TESOL Program

From a young age, I have always been fascinated by the way language can connect people from different worlds. Growing up as the daughter of immigrant parents, I witnessed firsthand how language can both empower and isolate individuals. My early exposure to multiple languages at home and in school shaped my awareness of the struggles English learners face, not only in communication but also in finding their voices in academic and social settings. These experiences inspired my desire to become an ENL teacher who not only helps students learn English but also validates their identities and linguistic backgrounds. I believe that language education is more than teaching grammar or vocabulary; it is about creating bridges of understanding and helping students see that their multilingualism is a strength rather than a barrier.
My journey toward becoming an educator began during my time as an assistant teacher at 82nd Street Academy, where I worked closely with children from immigrant families. There, I observed the resilience and determination of young learners navigating both a new language and a new culture. I learned how crucial it is for teachers to create inclusive classrooms that encourage students to draw upon their home languages and cultural experiences. I supported classroom instruction, helped design literacy activities, and often served as a cultural mediator between students, teachers, and families. These experiences strengthened my conviction that I wanted to dedicate my career to supporting emergent bilingual students and advocating for equitable education.
During my undergraduate years at Hunter College, I faced academic challenges that initially impacted my GPA. However, those difficulties became valuable learning experiences that deepened my determination and sense of purpose. Since graduating, I have worked diligently to grow both personally and professionally, gaining practical classroom experience and developing stronger academic discipline. Hunter College's School of Education encouraged me to take two non-degree courses to demonstrate my readiness for graduate-level work, and I am confident in my ability to excel in them. This opportunity to prove myself represents not only academic growth but also personal resilience-a reflection of how far I have come since my early struggles as a student.
In addition to my teaching experience, I have cultivated strong communication, empathy, and organizational skills that make me well-suited for the field of education. My ability to connect with students from diverse linguistic and cultural backgrounds allows me to build trusting relationships and create environments where students feel seen and supported. I am especially drawn to working with immigrant and refugee populations because I understand the emotional and social challenges they face when entering new educational systems. My own background allows me to connect with them on a personal level, offering not only instruction but also encouragement and a sense of belonging.
My ultimate goal is to help English learners not only master the language but also recognize the power and beauty of their bilingualism. I want to teach in a way that makes every student feel proud of where they come from and confident in what they can achieve. I believe that language has the power to open doors, bridge worlds, and give students a stronger sense of identity. Through teaching, I hope to help young learners discover that English can be more than a subject in school, it can be a tool for self-expression, belonging, and opportunity. Most importantly, I want to create a classroom where students feel seen, heard, and supported for who they are, both linguistically and culturally. I am ready to dedicate myself to that mission and continue growing as an educator who makes a meaningful difference in the lives of English learners.