I return to the ELL classroom tomorrow after a three year hiatus. I reenter a space where human experience, in it richest and its most ragged forms, expresses itself. My co-teacher shot me an email tonight, warning me that a certain older gentleman, Mr. Abdi*, was back, waving his cane aggressively at anyone who dared sit near him in the front row. (Threatening him with absolute exile from English class only halted him temporarily.) And the sweet conflicted woman I’d know from years ago, sad and hurting, still continued to float in and out of our class, barely able to take more than 30 minutes of English each night. Teachers after me allowed her this silent nightly flight, figuring the disruption was of lesser importance than her need for human connection. I will do the same.
English class is a place where teacher and student interchange with each other clumsily. Sometimes, I am struggling to remain the one imparting information essential to their survival. At other times, I am feverishly working to win their validation, sharing the little Somali, Vietnamese, and Oromo cultural remnants I have picked up over the years. Respect me, like me, trust me I call with my over zealous efforts to connect them to my intention. I am younger than you, but I love you. I seek to know you so that you can feel safe and welcome. My heart lies, soft and vulnerable, in their tentative hands. They look to me to lead them, to show them the way into the seemingly impenatrable world of the English language. A language full of ludicrous idioms and wayward grammar points, a language coveted and pursued around the world in an effort to open international doors to opportunity…all my sweet people want is a chance. They want something painfully simple- to make a new life, to start with new dreams, to forget the traumas of the past, the nightmarish memories….they only wish to dream after accomplishing this first step.
They desire the words to understand their neighbor or their child’s report card. They want to communicate with teachers and police officers. They want to answer questions in a job interview with thoughtfulness and accuracy. They want to pass their citizenship test’s written portion. They seek societal literacy- enough to make such navigation a painless and understood experience. This is my charge, deceptively simple, but truthfully, a daunting charge for any English teacher. Where to begin? You teach while easing around lonely ghosts, stopping angry emasculated patriarchs from venting on unsuspecting classmates, listening to those who seek to share their whole selves through the fragmented lens of broken language. You are a teacher and a listener to human hope.
ELL teachers of refugee and immigrant adults need to be weavers, they try to create patterns where hope and despair are balanced. We watch our students sit through ridiculous standardized tests that affirm the shortcomings their lives never let them forget. These tests do not validate the courage and the heartache I see in my learners, the daily treks to our little classroom, leaving families and children each night in the pursuit of elusive dreams of true belonging and acceptance.
I tell them learning English is like building a house. It happens brick by brick, patient layer upon layer. One day the roof rests on the beams one has labored to raise and the precipitous outside is kept at bay. You are safe. You are welcome. You have (re)created home, an imperfect and lonely triumph. A success rooted in sacrifice.









