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Sample 1st Paragraph for the MA TESOL, Iran

I take special delight in learning new language, especially so far as this helps me to appreciate different cultures. When I was a child, I especially loved learning English in the way that most children do in Iran: coloring books, songs, imitating our teachers. Much of my teenage years were spent in English, music , watching movies, mimicking the singers, how they expressed their feelings, showed their sorrow; gradually becoming more and more sensitive to the critical roles of cultural and societal norms. I have always excelled at the English language among my peers, which is why I want to devote myself professionally to this area.

Heroines of TESOL

TESOL allows you to do one thing we love and thoroughly recommend: travel. There are so many opportunities in this field, we don’t know why more women don’t take advantage of it. Here are some that are already reaping the benefits.

Alexis Terrell

Originally a newspaper reporter from Texas, Alexis Terrell has been working in South Korea for eight years (in 2016). Before that, she taught English at a high school for recent immigrants in Colorado.  

Terrell currently teaches writing and speaking classes in the English Department and Graduate School of Interpretation and Translation at Sun Moon University in Asan. Terrell holds a master’s degree in journalism from the University of Illinois and a master’s degree in TESOL from the New School.

Jennifer Young

Jennifer Young has an MEd. TESOL from the University of Southern Queensland and has been teaching English to Young Learners in South Korea for over a dozen years.

She is currently teaching upper grades at an elementary school in Seoul, South Korea and has served on KOTESOL's Seoul Chapter Executive in a variety of roles from 2003 until this day. She was worked two terms as National Secretary.

Leonie Overbeek

Leonie Overbeek has indulged in many careers. She has worked in mining engineering, been a research chemist, a business advisor and finally settled into teaching English in the early 2000s.

Overbeek holds an M.Phil in Value and Policy Studies from Stellenbosch University, South Africa, and has been in South Korea since 2007, teaching at middle school level. She is interested in learning and teaching; she considers herself a lifelong learner and has no plans to stop.

Monique Simpson

Monique Simpson is a Los Angeles native who studied nonfiction writing. She has taught ESL writing workshops in Costa Rica and Ecuador, and now teaches reading and writing at a university in Seoul, South Korea.

Her research interests are writing and critical thinking. She has presented at ESL conferences in Peru, Ecuador and South Korea and has recently begun publishing ESL research articles.

Elizabeth Driver, Director of Maryland English Institute

Dr. Elizabeth Driver became the MEI director in August 2009. She has a PhD in English and Master’s degrees in both English and Applied Linguistics/TESOL, but she loves to work as well as study.

In her career, she has taught courses in English as a Second Language, English literature and drama, English grammar and language history, as well as academic and professional writing.

Her international experience includes three years as a visiting faculty member at the University of Szeged, Hungary, as well as leading short-term study abroad courses in London and Paris. She has been part of volunteer work teams in Ukraine and Guatemala.

Melanie Baker, Lecturer at Maryland English Institute

While an undergraduate student at the University of South Carolina, Melanie Baker began volunteering as an English conversation partner for international students at the university. She also traveled to the Slovak Republic, where she taught English at a summer camp for high school students.

These two experiences led her to an M.A. in Teaching English to Speakers of Other Languages (TESOL) at Seattle Pacific University. Since then, Baker has taught English in a variety of contexts, including schools in Seattle, Ohio, and Slovakia, before joining MEI in the Fall of 2012.

Baker is fascinated by languages and cultures; she enjoys the cultural and linguistic exchange that takes place in the English language classroom.

Marilena Draganescu, Lecturer at Maryland English Institute

Marilena Draganescu is a native of Romania. That’s where she received her B.A.: from the University of Bucharest, Faculty of Philology.

In 2001, Draganescu graduated from the University of Illinois at Urbana-Champaign (UIUC) with an M.A. in Comparative Literature and a second M.A. in Teaching English to Speakers of Other Languages (TESOL).

As a graduate teaching assistant at UIUC, she taught introductory courses in World Literature and World Religions, and after graduation, she decided to return to her home country temporarily and took up employment with the Academy of Economic Studies in Bucharest for four years, where she taught Business English classes.

In 2006, Graganescu started her Ph.D. in the Language, Literacy and Culture Program at University of Maryland, Baltimore County (UMBC). After that, she worked for four years as an English instructor at the English Language Center at UMBC where she taught advanced reading and writing classes.

These women are taking TESOL to new heights. We applaud their courage. And what about yours? How can we nurture yours? Let us know.

Teach English in Thailand.

I want to help you get accepted to Grad School in TESOL.

When applying for graduate school in the area of TESOL, it is important to account for the fact that Professionals in the area of TESOL, teaching English as a second (ESL) or foreign (EFL) language, often assume that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German. This is because German is more closely related to English than Chinese.

Language learners often produce errors of syntax, vocabulary, and pronunciation that are thought to result from interference, the influence of their native language(s). Thus, many applicants to TESOL programs express a desire to map the patterns of language errors that occur in the context of learners in their own native language. Applicants from Saudi Arabia, for example, tend to study the common errors that are made by speakers of Arabic; applicants from Taiwan tend to study the errors made by speakers of Mandarin, etc.

Other applicants to graduate school in TESOL emphasize the importance of cultural perceptions in the classroom as far as learning a second or foreign language is concerned. Cultural differences in communication styles and preferences are significant. For example, a study looking at Chinese ESL students and British teachers found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures.

Statements of Excellence in TESOL

For more than 20 years, I have helped applicants from all over the world to get accepted to Master's Degree Programs in TESOL, Teaching English as a Second or Foreign Language.

Sookmyung TESOL, Messages from Alumni.

It is very important that you carefully review the style and presentation of your application material for graduate school before submitting it, especially your Personal Statement of Purpose. Seeking the assistance of a professional writer is often a very good idea, especially if English is your second or third language. I would be happy to provide you with a highly eloquent Statement that portrays you as someone with enormous potential to contribute to the advance of the field of TESOL over the long term. After you fill out my Online Interview Form, I will ask you some specific questions by email if I need any further information. Please also send your resume/CV and or rough draft if you have one.

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