As the oldest of six children, education was a way to be a role model for my siblings, not a source of joy. When I began at my university, I was inspired by my family’s love of reading and planned to major in English literature. That all changed during my first holiday break. My youngest sibling asked me to teach them some phrases in Korean, which I was studying as a second major. My sibling’s enthusiasm for learning taught me to find joy in education. It also made me realize that teaching means continued learning, whether from students or the surrounding world. This epiphany fueled me to pursue a career in teaching.

I joined my university’s teaching English as a second language (TESL) program with growing excitement toward teaching. The program included an English grammar course tailored for language teachers and a communication course that deepened my understanding of effective communication across cultural backgrounds. This culminated with an eventual experience as a teaching volunteer in an English language course at the University of Minnesota. Guided by my teaching supervisor, I observed their orchestration of dynamic learning environments. Student queries about English grammar and pronunciation offered opportunities for lessons to transcend textbooks, contributing to my understanding of language acquisition. For instance, students’ listening comprehension was tested by offering several podcast options on different topics and they would then share the content they learned with the class. This allowed students personalized engagement, facilitated spontaneous content reporting, and allowed for progress assessment.

Now with an undergraduate TESL certificate and a bachelor’s in English and Asian and Middle Eastern studies, I have honed skills crucial for helping to assist English learners. From enhancing my business English skills as a teaching assistant to refining my academic writing in literary analysis papers, I am prepared to encourage holistic language learning. My TESL program taught me the essentials for lesson planning, cross-cultural communication, and integrating culture into instruction. My study abroad experience in South Korea also honed my cross-cultural communication and adaptation skills. Immersed in daily Korean interactions, culinary escapades, and historical sojourns, I am confident in thriving in diverse cultural environs as a Fulbright ETA. This role offers avenues to elevate my pedagogical acumen and apply my knowledge in varied classrooms. Past experiences in language classrooms as a student and teaching assistant have instilled in me a firm belief in student agency throughout the learning experience. An example of this ethos is the transformative potential of project-based learning.

During my time as a teaching volunteer at the University of Minnesota, I assisted in facilitating a project-based learning activity where students curated poster presentations about their culture and led the class in concise presentations. By nurturing autonomy and creating an interactive atmosphere, cultural sharing enriched learning experiences. This activity can also easily be adapted for students to share their interests in a teacher-chosen topic, which will create investment in language learning. The allure of project-based learning lies in its adaptability across demographics. Whether engaging younger students or adult learners, this approach harmonizes with context. A younger audience might participate in an interactive storybook creation based on recent lessons about language, while adult learners could collaborate on projects concerning recent events. The elasticity of project-based learning ensures relevance for students and instructors, catering to varied cultures and promising potential for engagement.

As an aspiring Fulbright ETA, I aim to use project-based learning to create a welcoming classroom environment where language instruction functions as a bridge to nurture critical thinkers, compassionate global citizens, and lifelong learners.