The experiences that helped shape my new goals are influenced by Brazilian educator and innovator, Paulo Freire. Freire advocated for teachers to view themselves as co-learners, actively seeking to learn about the culture and values of their students and to encourage, empower, and respect the values of the learners. Freire’s pedagogy is rooted in the belief that education should empower learners to critically engage with their social reality and effect positive change. In the context of ESL teaching for adults, this means empowering learners to use English as a tool for personal and collective empowerment, enabling them to participate more fully in their communities and advocate for their rights. Integrating components of Paulo Freire’s ESL teaching for adults is important because it offers a transformative approach to language education beyond mere language proficiency. It empowers English learners to become critical thinkers, active citizens, and agents of change in their communities.

My new goal is also influenced by Communicative Language Teaching. The term “communicative competence” was initially coined by Dell Hymes in 1979 (Hymes, 1979). Criticising Chomsky for the narrow definition that he had given to linguistic competence in his book, Syntactic Structure. Hymes claimed that true mastery of a language required much more (1957, as cited in Hymes, 1979, p. 2). Hymes stated that what language teachers should strive for is communicative competence.

My first goal was to cultivate cultural mindfulness in teaching strategies to increase self-empowerment and encourage mindfulness in students while they learn English. I still plan to incorporate cultural mindfulness into my teaching strategies. Through the course of the TESOL program, I have obtained valuable resources, methods, and strategies that embrace the use of the cultural and linguistic backgrounds of students as a strength and not a limitation.

My second goal entailed the use of self-reflection in teaching strategies to motivate and inspire students as they acquire the English language. This goal has not changed but rather expanded to include key methods and strategies taught in the TESOL program to engage students through interactive participation. The use of classroom discussions, student-led projects, and cultural-based exercises can be used to facilitate self-reflection. Additionally, it will allow students to self-reflect on their increased learning, growth, and moments of accomplishment.

My third goal is to be a cultural ambassador to enhance student's success and facilitate English attainment. This goal has not changed. Throughout the TESOL courses, I consistently highlighted the importance of building trust and rapport with students to be an effective teacher. Once trust is established, I plan to introduce classroom projects to students that include exploring their cultural background and allowing a space for students to share their experiences as a technique to increase English vocabulary and grammar.

New professional goals:

1. Develop lesson plans for beginners, intermediate, and advanced English learners that incorporate cultural and linguistically based implementation strategies.

2. Begin searching for job opportunities to teach at community colleges, community adult programs, etc.

3. Continue to strengthen my skills and abilities as a cultural ambassador to incorporate diversity and inclusion in the lesson plans.

4. Search and join local, state, national, and international memberships and/or associations (communities) of TESOL/ESL educators and become actively engaged in networking and continuing my educational growth.