As a third-culture individual raised by immigrant parents from Thailand and Taiwan, I have always been deeply engaged with multicultural identities, immigrant narratives, and minority rights. Witnessing my parents' struggles with language and cultural barriers firsthand has profoundly shaped my perspective. Their experiences inspired me to pursue a career as an English instructor, with a focus on teaching English to speakers of other languages.
During my graduate studies, I worked as a graduate assistant for Professor Helen Gillotte on her FIPSE grant-funded research focused on Generation 1.5 English learners. This work highlighted the similarities between errors made by first-generation immigrant students and non-native English speakers, reinforcing my commitment to supporting learners with diverse linguistic backgrounds.
After graduating, I spent two years as an adjunct instructor at community colleges in California. At Cañada College, I was involved in the Community Based English Tutoring (CBET) program, which served migrants and economically disadvantaged Spanish speakers primarily from Central and South America. Immersed in this predominantly Latino community, I saw how learning English could transform not only individual lives but also the prospects for their children. This experience contrasted with my time at Foothill College, which served a diverse international student body, including postdoctoral students from Stanford University. These roles underscored the multifaceted nature of community colleges as gateways to higher education and as resources for professional and personal development.
My subsequent decade teaching overseas in the United Arab Emirates, Qatar, and Hong Kong further enriched my pedagogical approach. I developed a student-centered instructional model that recognizes and builds upon each learner’s unique experiences, learning styles, and abilities. In the Middle East, I incorporated texts by local and regional authors to explore multiple identities and created accessible materials for students with special educational needs (SEN), including YouTube channels for more personalized learning. At The Chinese University of Hong Kong, I adapted to remote teaching during the COVID-19 pandemic, focusing on inclusive online instruction. My commitment to flexibility and continuous professional development, such as earning my Flipped Classroom Certification, has been integral to creating supportive learning environments.
Throughout my career, I have been fortunate to work in institutions that prioritize inclusivity. I am eager to contribute to higher education institutions where my diverse experiences and skills can make a meaningful impact. I am confident that my experiences will help me connect with and support your diverse student population effectively.