Emily Meyers, graduate of the Master's in TESOL, Literacy, and Culture at USD, shares about some of her experiences in the program and how her degree has shaped her career. From her work teaching English at California community colleges to her nonprofit work in the Himalayas of Nepal, Emily is creating positive, lasting impact.
TESOL stands for "teaching English to speakers of other languages" and refers to the field and practice of language instruction for bilingual and multilingual English learners and speakers. The demand for TESOL educators is growing. Are you interested in learning more about building a global career in TESOL? Download our complete guide to the field and our program today!
Tell us about your degree program and why you chose it.
I am an alumna of the MEd TESOL program, which focuses on teaching English to speakers of other languages, literacy, and culture. I chose this program because of its emphasis on how culture and linguistic background plays a significant role in community college classrooms. Additionally, I was impressed by the 150-hour requirement that consisted of observation, teaching experience, research practice, and international experience. I wanted a program that balanced theory and practical experience, with a social justice and changemaking framework.
Finally, while interviewing for graduate programs, I felt an immediate connection with Dr. Sarina Molina’s beliefs, values, and outlook of ESOL and knew from the moment we ended the interview that, if accepted, I would move across the country to study under her and the rest of the incredible professors within the TESOL program.
What is your fondest memory of being at USD in the Master's in TESOL program and at the SOLES?
I have a very long list of my “fondest” memories at USD and, in particular, SOLES. The first one that comes to mind is a presentation that I had to do for my Language, Literacy, and Culture class with three of my peers during my first semester. The reason this is a fond memory is because it was the first time I had the chance to truly get to know my peers who were from China, Taiwan, and Japan. The experience of working so closely with others from different cultures and educational backgrounds set the tone for the rest of the program, as I learned so much from these individuals as they expanded my outlook on the teaching profession and the world in general. That is what this program does and this is why it is so valuable and unique. It opens up doors that you didn’t even know existed and provides you with individuals that change your mindset for the better.
Who was your favorite SOLES professor or class?
I have to thank all of my professors at SOLES for contributing to the teacher I am today. Without their kindness, support, generosity with their time, and patience I would not be who I am or where I am today. In particular, Dr. Sarina Molina was my biggest advocate who pushed me when I needed to be pushed, questioned me when I needed to be questioned, and encouraged me when I needed encouragement.
Additionally, Dr. Joi Spencer literally picked me up off the floor during the final stages of my action research project when I couldn’t move forward on my own. Her steadfast commitment to her students and patience in the explanation of research allowed me, and others, to regain the clarity and confidence in research needed to succeed past my own expectations.
Tell us a little about your journey teaching English to speakers of other languages. What have you done since your graduation?
I am still involved in the MEd TESOL program at USD, I present my research annually in EDUC 580, which is the capstone class. I have also served as the teaching assistant in EDUC 540, which is the linguistics class. Additionally, I have presented on English as an International Language in EDUC 548, which is the special topics class. I have also been a panelist during the annual research symposium for the past three years. Furthermore, I have provided support to the TESOL graduate students by serving as a mentor teacher and university supervisor, and writing consultant for the past three years.
In addition to my work at USD, I have consistently taught at MiraCosta Community College and Southwestern Community College since graduation. For MiraCosta’s credit classes, I initially taught beginning writing to non-native speakers, but now teach reading and vocabulary, speaking and listening, and grammar to non-native speakers. Additionally, through MiraCosta’s English Language Institute, I teach grammar for TOEFL and a writing workshop class. At Southwestern, I initially taught basic college writing and editing English classes, but now teach college composition classes.
In addition to teaching, I have presented the research I did at USD, amongst other topics, at the Los Padres CATESOL Conference, San Diego CATESOL Regional Conference, and the Los Angeles CATESOL Conference.
I also volunteer as the Executive Director for a non-profit organization called Trek to Teach, which sends English teachers to the Himalayas of Nepal. Trek to Teach focuses on increasing the literacy rate of Nepali children in rural villages, thus providing more opportunities for these children to move onto higher education, secure lucrative jobs, and provide for themselves, their family, and their village. In addition to education, we devote our time and resources to infrastructure projects to ensure that these children have safe buildings, clean and abundant water sources, and libraries.
How has your TESOL education at SOLES impacted your career and your career goals?
My SOLES education has given me the tools, confidence, and drive to seek out opportunities where I can make a positive, lasting impact.
I learned the value and importance of self-reflection through my time at USD and have brought this strength to my teaching practice, my presentation and workshops, as well as my work at Trek to Teach. I learned humility and empathy while being a SOLES graduate student, which has given me the ability to connect with individuals on a deeper level than ever before. I know I am a much more effective educator because of my experience, education, and continued involvement with the SOLES community.
In the future, I wish to earn my doctorate and become a full-time university professor so that I can support the next generation of educators as they become the changemakers of the future.
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