Master's Degree TESOL Personal Statement Sample Japanese

Students immersed in Japanese language studies, set against a vibrant backdrop of traditional Japanese elements, enhancing their TESOL journey.

As a Japanese woman fluent in English, I am thirty-five and currently volunteer as an English teacher in Tanzania. I am delighted that my proficiency in English, a global language, has provided me with numerous professional opportunities. Since graduating from college, I've taught English in various locations, gaining extensive experience to share with fellow TESOL graduate students worldwide as we pursue our Master’s Degree in TESOL together, learning from each other.

I feel fortunate to live in an era of rapid global transport and communication, fostering a global identity. Born in Asaba, Shizuoka Prefecture, Japan, I mainly grew up in Orange County, California, and spent my last three high school years in Amsterdam, Netherlands. Returning to Japan for my undergraduate studies helped solidify my roots and identity. I've also spent significant time in the US, Canada, much of Western Europe, and Southeast Asia.

English Language Education has significantly influenced my personal and professional identity. I view English as both a gift and an achievement that enriches my life. It serves as a springboard for me; without English, I wouldn't be teaching in Tanzania, connecting with the Tanzanian people. My employer, the Shizuoka Prefectural Board of Education, supports my pursuit of a Master’s Degree in TESOL by providing me the same salary as a student that I earn as a teacher, making it difficult to refuse as it helps me meet the financial demands of advanced study. ____ Graduate School of Linguistics is my top choice due to the excellence of your program. I appreciate how your TESOL Program is tailored for experienced teachers, aligning with my career as an English teacher, despite my academic background in Law and Second Language Acquisition and Multilingual Education.

At ____ University Graduate School of Linguistics, I eagerly anticipate working with distinguished professors and studying alongside some of the finest students globally in second language acquisition, focusing on Content-and-Language-Integrated-Learning (CLIL). I strive to remain humble, having grown up in rural Japan, with my horizons broadened by earning my first degree from a liberal arts school in Southern California and gaining further professional experience in Amsterdam.

As a high school teacher in Japan, teaching English in Shizuoka Prefectural high schools, and a dedicated TESOL volunteer looking forward to more adventures in the Developing World, I am ready to expand my knowledge and experience academically, first by earning a Master’s Degree in TESOL and potentially pursuing a doctoral degree. I began learning English at seven years old in California in an ESL class. My natural abilities allowed me to quickly transition to learning alongside native English speakers. However, my English proficiency came at the cost of sidelining Japanese, to the point where calling it my “mother tongue” felt inaccurate. By the time I started my second year of high school in Amsterdam, working toward an International Baccalaureate Diploma, I was comfortable with both Japanese and English and embraced learning with enthusiasm.

This is not my first trip to Tanzania; I am building on previous visits. My first teaching experience was during my junior year at the International School of Amsterdam, where I volunteered at a Maasai Girls’ Lutheran Secondary School in Monduli, Tanzania. I was chosen to travel there to teach Maasai girls, focusing on empowerment through English language teaching.

After graduating in Amsterdam, I enrolled at ____ University for a teacher training course. During three weeks as a student-teacher at a high school near my hometown, my teaching objectives became clear. My language skills and real-life learning experiences felt valuable. However, I noticed that English teaching in general classrooms lacked critical thinking and discussion. I vowed to promote critical thinking over rote learning as a TESOL instructor.

Now, as a homeroom teacher in Africa for third-year high school students, head photography coach, and in charge of international exchange programs, my aim is to inspire students to learn a second language and to view the world from multiple perspectives. Through language learning, I aim to help students reason and express their thoughts.

English has become increasingly important for Japanese students, yet the quality of instruction, especially in public schools and rural areas, is lacking. Many students find learning English stressful and tedious, viewing it merely as a means to pass entrance exams rather than a joyful pursuit. Traditional English education focused more on passing exams than practical communication. I believe that students’ interests can drive language acquisition, and educators should guide them to engage emotionally and intellectually with content. Instead of focusing solely on teaching English, I want to teach through the English language, as context matters more for many learners than mere communication proficiency.

I eagerly anticipate studying these issues at ____ University, seeking full immersion in advanced language learning and teaching techniques. I look forward to revisiting my teaching experiences in light of new learning, participating actively in workshops, seminars, lectures, and conferences related to TESOL. At ____, I will enhance my strengths and address my weaknesses, building a solid foundation in language acquisition pedagogy.

____ has long captured my interest, embodying my teaching philosophy and values. Cultivating students’ cognition during language learning and integrating these concepts is crucial to how language learning is perceived. I see ____ University as a leader in innovative learning in Japan and wish to explore higher education principles in actual classrooms. For my thesis project, I hope to explore a topic that bridges cognitive and second language development, focusing on how students’ cognition relates to acquisition, achievement, and motivation, and how these factors influence English proficiency.

Master's Degree TESOL Personal Statement Sample Japanese