Author: Pearson

Q is for Questions

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Q is for Questions

by Dr. Ken Beatty

When is a question not a question?

This is not a zen koan, or mystery meant to make you to reflect on the meaning of life; the answer is “When it’s a rhetorical question.”

Rhetorical questions are one of many question types that language learners find challenging both to understand and, in this case, to answer. It does not seem to help that the students will likely have been exposed to rhetorical questions in their first languages; there is often little or no transfer. This is perhaps because an intense focus on trying to understand and participate in conversations distracts language learners. They struggle to give an answer to a rhetorical question when none is expected.

Like other question types, rhetorical questions have a range of specific purposes. The first of these purposes is to stimulate the listener into considering the answer and, if the speaker is successful, coming to a common conclusion. Consider these examples of rhetorical questions, all of which can be confusing to the second language learner:

  • Do cows fly?
  • What will the future bring?
  • Why are some people still ignorant about climate change?

The first example is used to indicate that the answer to the question being asked is obvious. If someone asked you, “Are you hungry?” and you replied, “Do cows fly?” it would be perceived as a clever way of saying no. This is because the answer to your question — “No, cows do not fly.” — is both obvious and in the negative, so it says no by extension.

“Why didn’t you just say ‘no’?” the frustrated language learner might ask.

The second rhetorical question has a different purpose. It’s an example of a question for which the answer is either unknowable or so broad as to be unanswerable. Instead, this type of rhetorical question is often used to set up ideas that follow. It ensures that speaker and listeners have a common focus. In this case, the common focus is on the future and listeners can expect the speaker to share additional questions and ideas on that topic.

The third example, about climate change, narrows the topic by setting out a point of view. Listeners will recognize that the speaker will likely follow the question with criticisms of some people’s ignorance of science. The question may pique your interest in the topic but, if you are neither intrigued nor of the same opinion, you might decide that you do not want to hear any more and stop listening.

As the above questions show, wh‑ words are often used to front questions, as do forms of the verbs be, do, and have. In particular, be, do, and have are often used in tag questions, where a statement is followed by a couple of words to check agreement.

  • That’s a flying cow, isn’t it?
  • Cows fly, don’t they? (Note that do after cows is understood and can be omitted.)
  • You’ve seen cows fly, haven’t you?

Tag questions also have negative forms. Note how the affirmative and negative forms of the verb are balanced in opposition at either end of the sentence in the examples above and below.

  • There aren’t any flying cows, are there?
  • You don’t ever see cows fly, do you?
  • You haven’t seen cows fly, have you?

Modals, such as can, could, may, might, should, and would are also used to form tag questions.

  • You should be careful around flying cows, shouldn’t you?

Along with who, what, when, where, why, and how, modals are used to form questions, but language learners often think the only purpose of such questions is an earnest request for information.

Wrong.

Questions have many purposes, and understanding speakers’ intentions is necessary for true comprehension of deeper meanings.

Like rhetorical questions, an impolite question such as, “Are you a fool?” neither needs an answer, nor does it deserve one. Instead, a listener has to understand that the speaker’s intention is to criticize, reprimand, or ridicule. Similarly, when I was young, a common question in my home was a rhetorical question used to reprimand me, “If your brother jumped off a cliff, would you jump off a cliff too?” referencing my somewhat wilder older brother’s tendency to do excitingly dangerous things that I would often imitate. Though two years younger, I was somehow expected to be more sensible (but I probably would have jumped off a cliff if my brother did it first).

Less offensive questions include hypothetical questions. These resemble rhetorical questions because they sometimes deal with obscure or impossible ideas but often have another purpose: they may be thought experiments. Consider this question:

  • What would chairs look like if our knees bent in the opposite direction?

Hearing this, you might be tempted to reject the question altogether. But this was an actual task at a leading design school, and the purpose was to get students to think outside of the box, testing their design skills against a novel problem. It was meant to break the habit of recycling old ideas of, in this case, what a chair should look like and do.

With all questions, and perhaps particularly with hypothetical questions, it’s common to ask follow-up questions, which, in interviews, are sometimes called probing questions. Language learners often struggle with asking follow-up questions. In a conversation, they may ask a question, get an answer they do not understand, and then worry that everyone else does understand. So they remain quiet rather than take the risk of embarrassing themselves. Of course, this happens to many native speakers as well, but it’s especially unfortunate in the language classroom, which should be a welcoming space where students feel comfortable asking questions and making mistakes. However, at the same time, conversational etiquette discourages someone from asking so many questions that overly interrupt a speaker’s flow during a speech or lecture.

  • Hypothetical question: What would farms look like if cows could fly?
  • Question: Do you mean that cows would have wings?
  • Answer: Yes!
  • Follow-up tag question: Then, in terms of physics, the wings would have to be enormous, wouldn’t they?

Follow-up questions are often clarification questions, where only one detail needs to be confirmed:

  • By wings, do you mean like bat wings or feathered bird wings?

This clarification question is an example of one of the two most common question types: closed-ended questions. Closed-ended questions are ones for which there are only one or two basic answers such as yes or no:

  • Would you like to see a flying cow?
  • Yes! / No!

Open-ended questions give the speaker more of an opportunity to share ideas:

  • Why do you think cows might want to fly?

With open-ended questions, a simple binary answer is not possible, and the conversational expectation is that you will think more deeply on the question.

Another type of question that can be troubling for language learners is reduced-form questions. These questions assume that both people in a conversation understand the context, so one or two words can take the place of a question.

  • I just saw a flying cow!
  • Where?

The full form of the question would be “Where did you just see a flying cow?” but the reduced form makes for more efficient discourse and, if other speakers do not understand, then they can always ask a clarification question.

With so many question types, it’s important for language teachers to use a mix in their classrooms and that students get the opportunities to ask and answer them.

Just be careful about flying cows.

Tasks for Teachers

  1. Record one or more of your classes. Then check how many questions you have asked and whether they are spread across a range of question types or whether they are more limited to factual questions and closed-ended questions. Do you give students time to answer the questions you ask? Check how many seconds typically elapse before you volunteer an answer yourself.
  2. Before a class, consider your topic and prepare a list of questions using each of the types listed above. Try fitting them into the class and see how natural or difficult it is to do so. Consider Bloom’s Taxonomy and ask more creative and analytical questions rather than just factual ones.

Tasks for Learners

  1. The Feynman Technique is an approach to learning that starts with asking yourself what you know about a topic and then listing all the questions you have. Try this at the start of a week in one of your classes and see how many of your questions are answered. Ask other students and your teacher for answers to your remaining questions.
  2. Play a follow-up question game. One group begins with a simple statement, such as “There are many stars in the universe.” One student from the second group asks a question, such as, “How many stars are there in the universe?” Another student from the first group has to guess or answer (more than 100 billion), and the third student asks a follow-up question about the answer. The game continues until one of three things happens: the first group cannot think of an answer; the second group cannot think of a question; or either an answer or a question is repeated. Keep score!

Dr. Ken Beatty, teacher trainer, writer, and TESOL Professor, has promoted best teaching and learning practices from primary through university levels in 300+ sessions in 33 countries. Ken is author of 140+ textbooks, including books in the Pearson series Learning English for Academic Purposes (LEAP).

 

Helping Students with Appropriate Language

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 by Joe McVeigh

English language teachers who work with students in the United States know only too well that teaching language by itself is not sufficient. Language learners also need to grasp the culture of the country they are living in, as well as learn how to overcome intercultural differences. These differences often surface in issues such as how to be polite, how to express yourself non-verbally, and how to maintain academic integrity in the classroom.

One challenge for English language learners is discerning the appropriate register  to use in different situations. A communicatively competent person doesn’t speak the same way all of the time. For instance, a teenager would probably use one form of expression with her friends and classmates, but a more polite and formal type of language, or register, with a teacher or principal.

To help students learn about different types of register, try this activity:

1. Write the following on the board:
“Shut the door.”
“Shut the door, please.”
“Would you please shut the door?”
“Gee, it’s a little chilly in here. Shut the stupid door!”

2. Ask students to identify which sentences they think are the most and least polite. Discuss which sentences would be appropriate to use with different people.

3. Write the following on the board:

“What time is it?”
“Hand me those scissors.”
“Bring me a glass of water.”

  • Form small groups and ask each group to choose one of the sentences and write a list of possible ways to express the meaning ranging from very polite to rude.
  • Ask groups for their ideas and write them on the board. Discuss the sentences and the students’ ideas.

You can find more ideas for teaching culture in the classroom in Tips for Teaching Culture, part of the Tips for Teaching series from Pearson.  The Tips for Teaching series covers topics of practical classroom-centered interest for English language teachers. Written in clearly comprehensible terms, each book offers soundly conceived practical approaches to classroom instruction that are firmly grounded in current pedagogical research.

Joe McVeigh is a teacher, teacher trainer, and independent educational consultant based in Middlebury, Vermont. He has worked in a variety of countries and has taught at Cal State LA, Caltech, USC, Middlebury College, the Bread Loaf School of English, and Saint Michael’s College. He is an active member of the TESOL International Association and has worked as an English language specialist for the U.S. Department of State. He is co-author of Tips for Teaching Culture from Pearson along with other books for students of English. In addition to talks and workshops at professional conferences, Joe contributes to the field through his website, which contains videos, resources, and presentation slides and handouts at www.joemcveigh.org.

Resources for Adult Educators and Adult Education Advocates

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During the Adult Education and Family Literacy Week (AEFL Week), we have been promoting the value of and the need for adult education in the U.S. Advancing adult education and English language acquisition benefits not only individuals and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility.

But advocating for adult education should not be limited to just one week a year. It is important that we bring awareness about the need for adult education every day. Below is a list of resources for anyone who wants to get involved in advocating for adult education and family literacy.

Adult Education Is Needed Now – COABE website that explains the need for adult education

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.  The website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – a national coalition of the national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

“Low literacy has a major impact on income inequality and parenting.” Read this AEFL Week Fact Sheet from the National Coalition for Literacy.

The Case for Investments in Adult Education – A white paper from ProLiteracy

Adult Ed helps immigrants integrate into the U.S—a brief description of why it pays to invest in Adult Education

Adult Education and Family Literacy Week Fact Sheet and articles

The World Education’s blog The Well – interesting posts on the topic of Adult Education, including ESOL.

Adult English language instruction in the United States: Determining need and investing wisely. An article from the Migration Policy Institute.

Links to best practices/resources for teachers:

Six simple ways to strengthen independent learning skills

On teaching effective learning

Tips for collaborative learning

Increasing student engagement

Toward comprehensive assessment in the adult ESOL classroom

English Literacy and Immigration

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by Gosia Jaros-White, Marketing Manager, Pearson ELT USA

Immigration Statistics

According to American Community Survey (ACS) data from 2015, there are approximately 43 million immigrants in the U.S., which accounts for about 13.5 percent of the total U.S. population (321.4 million in 2015).i Furthermore, according to the Current Population Survey (CPS) from 2016, immigrants and their U.S.-born children totaled approximately 84.3 million people—27 percent of the overall U.S. population.

In 2015, immigrants accounted for about 17 percent (26.7 million) of the nearly 161 million workers in the civilian labor force in the U.S. The percentage of immigrant workers more than tripled (from 5 percent to 17 percent), between 1970 and 2015. Of the total number of immigrant workers:

31 percent worked in management and professional occupations;
24 percent in the service sector;
16.9 percent in sales and office occupations;
13.1 percent in construction and maintenance;
15 percent in production and transportation business.

The top five states with the highest immigration population were California (10.7 million), Texas (4.7 million), New York (4.5 million), Florida (4.1 million), and New Jersey (2 million).

Demographically, approximately 51 percent of immigrants in 2015 were women. Immigrants were also older than the native-born population—the median age of immigrants was about 44 years in 2015, whereas the median age for the native-born population was 36.

Immigrants with Limited English Proficiency (LEP)

In 2015, there were nearly 26 million individuals in need of English Literacy. ii These individuals are classified as Limited English Proficient (LEP) and represent 9 percent of the total U.S. population ages 5 or older. Out of that number, nearly 5 million LEP individuals are native-born and 21 million are foreign-born. The 21-million number represents approximately 49 percent of the 43 million immigrants ages 5 and older who were LEP.

Spanish speakers accounted for 64 percent (16.4 million) of the LEP population, Chinese speakers accounted for 7 percent (1.8 million), and Vietnamese accounted for 3 percent (867,000). The states with the highest share of LEP residents were California (19%), Texas (14%), New York (14%), Hawaii (12%), Nevada (12%), New Jersey (12%), and Florida (12%).

The overwhelming majority (75%) of LEP individuals were adults between ages 18 and 64. About 16 percent of LEP individuals were adults 65 and over. LEP children constituted 9 percent of the total LEP population.

In general, LEP individuals were less educated than English-proficient individuals. Forty-five percent of LEP adults 25 years old and older did not possess a high school diploma (compared to 9 percent of English-proficient adults). Only about 15 percent of LEP adults had a college diploma (bachelor’s degree or higher), compared to 32 percent of English-proficient individuals.

English Language Education for Adult Learners

According to the 2015 data, 1.5 million adults were enrolled in adult education programs.iii Out of the 1.5 million, 44 percent of adult students were English Language Learners (ELLs). These numbers indicate that only a fraction of LEP adults are served by adult education programs, and most states have waiting lists because of limited funding.

The population of ELLs attending English language courses is very diverse, representing adults from many different cultures, languages, educational backgrounds, and socio-economic and life situations. Many of these learners face very difficult financial circumstances, even though they often work long hours outside the home. Some of the ELLs are refugees from countries torn by wars or conflicts, and many deal with emotional and psychological traumas due to their experiences. The adults attending English literacy programs might possess post-secondary education, or they might be migrant workers from Central America with interrupted education. Some might have low literacy skills in their native language, and some have very little schooling and no written language.iv

Demographically, according to the National Reporting System (NRS) data for years 2014– 2016, about 64 percent of ELLs attending English literacy programs were women. Fifty-six percent of adults in these programs were between the ages of 25 and 44.v

Learning English is not an easy task for adults, especially those with low literacy skills in their native languages. Research shows that adult learners need between 85 and 150 study hours per year for six years in order to gain full English proficiency.vi NRS data indicate that on average, adult ELLs spent 190 hours per year, but two-thirds of them completed only one full level of education. Approximately 40 percent of ELLs completed more than one full level of education.vii What is important to note, however, that the levels most completed by ELLs are the beginning and intermediate levels (NRS Beginning ESL-Literacy–NRS Low-Intermediate ESL). ELLs at these proficiency levels do not have sufficient skills for successful transition into post-secondary education.

The Importance of English Literacy Programs

The importance of English literacy programs cannot be overstated. Since LEP individuals are more likely to live in poverty than their English-proficient counterparts (in 2015, about 23 percent of LEP individuals lived below the official federal poverty line compared to 13 percent of English-proficient individuals),viii adult education and family literacy programs are crucial to help these individuals improve their lives by giving them skills they need to succeed in a career, post-secondary training, family life, and society.

Increased English proficiency:

  • Reduces poverty rates.
  • Raises immigrants’ productivity, earnings, and income tax payments. (On average, English-proficient individuals earn 13–24 percent more than less proficient individuals.ix)
  • Lowers use of public benefits.
  • Allows adults to obtain more specialized training or pursue college education.
  • Allows immigrants to be involved in their children’s education. Research indicates that children of English-proficient parents achieve higher educational and workforce outcomes.x
  • Helps immigrants obtain citizenship and engage in all aspects of civic and community life.

Promoting Adult Education and English Language Learning

Advancing adult education and English language acquisition benefits not only immigrants and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility. A number of organizations are involved in advocating for adult education in the U.S. If you are interested in promoting the value and benefits of adult education and English language learning, explore the sites listed below and get engaged!

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.

The Educate & Elevate website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – A coalition of national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

Sources

i Zong & Batalova (2017). Frequently Requested Statistics on Immigrants and Immigration in the United States. Retrieved from: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states/#Workforce

ii Batalova & Zong (2016). Language Diversity and English Proficiency in the United States. Retrieved from: http://www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states

iii National Council of State Directors of Adult Education (2016). Blue Book: Adult Education Services, the Success, the Impact, and the Need. Retrieved from www.naepdc.org

iv National Coalition for Literacy. Immigration and English Literacy Fact Sheet 2013. Retrieved: http://national-coalition-literacy.org/wp-content/uploads/2014/10/immigration-and-english-literacy-fact-sheet-2013.pdf

v State-Administered Adult Education Program Enrollment of Participants by Age and Enrolled in ESL Functioning Levels Program Year: 2014–2016, using the United States Department of Education’s Office of Adult and Vocational Education’s National Reporting System figures retrieved from: http://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/login.cfm

vi McHugh, Gelatt, & Fix (2007). Adult English language instruction in the United States: Determining need and investing wisely. Washington, DC: Migration Policy Institute.

vii See v.

viii See ii.

ix See vi.

x See vi.

Adult English Literacy Student Success Stories

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Adult English literacy programs are crucial in helping adults with limited English proficiency improve their lives by giving them skills they need to succeed in a career, post-secondary training, family life, and society.

The population of English Language Learners (ELLs) attending English language courses is very diverse, representing adults from many different cultures, languages, educational backgrounds, and socio-economic and life situations.

In today’s post, we are featuring adults who have overcome challenges and reached their life and educational goals. Their stories are truly inspirational and show how adult education impacts the lives of so many adults.

Bergen Community College at Hackensack

Enki Bello. Originally from Colombia, Enki began her studies in the USA in 2010 at Bergen Community College’s (BCC) ESL program located in Hackensack, NJ. “She just needed a few fixes on her grammar, vocab and writing skills. Her love of learning and a strong positive attitude towards reaching her lifelong goals were clear,” says Instructor, Kathleen Cronin.  “I suggested to her that she should look into connecting with the College’s theater program as she often wrote and presented in class about her passion for music and her experiences as a Latina musician.” After working on her English skills, Enki enrolled into BCC’s Associate degree program and pursued a major in Music Business.  In 2013, Enki graduated from BCC and transferred to William Paterson University.  Thereafter, she continued studying towards her Bachelor’s degree in Popular Music Studies, which prepared her for a career in music. You can read more about Enki’s musical journey here.

CARIBE Refugee Program 

Justo Elio Crespo Valladares arrived in the United States in February 2016. He learned about the CARIBE Refugee Program through one of the orientations in Lutheran Services of Florida. He immediately attended school to improve his English skills. He came to the United States with a degree in education and wanted to pursue his career as a teacher. He attended school for 3 months. Immediately after completing the ESOL program, he applied to volunteer for CARIBE as a teacher’s assistant. He tutored struggling students at the Foundations level. While volunteering, he got employed by the University of Tampa as an event coordinator and by World Financial Group as a financial advisor/broker. He really wanted to pursue his educational career so he sought the help of the CARIBE Program in getting his credentials translated and evaluated. He submitted his application to the Florida Board of Education. In a month, he received his Certificate of Eligibility to become a certified teacher in the state of Florida. He immediately applied for a teaching position for Hillsborough County Public Schools Adult Education. Justo is now happily working as a part-time adult ESOL teacher in the CARIBE Refugee Program. He started the new class offerings at CARIBE First Baptist Church in March 2017.

Jose Ciro Gomez arrived in the United States in March of 2016. He was an English in his home country. He heard about the CARIBE Refugee Program from one of the orientations at Lutheran Services of Florida. He immediately started attending school to polish his English skills. His teacher, Maria Fernandez, noticed how good he was. When she found out that he has an education background, she immediately recommended him to volunteer for the CARIBE Refugee Program. While waiting for his volunteer application to be approved, he helped teachers at CARIBE Lois: He tutored struggling students and took over classes when a teacher was called for a meeting. Ciro continued to attend school for 6 months. He finally landed a job at GNC as a store clerk. While working at GNC, he continued to volunteer for CARIBE. During the opening of the Fall Semester 2016, a teaching position opened at CARIBE. He immediately applied for the job. His interview demonstrated his skills and determination. Ciro did well and was hired by CARIBE in August 2016 as a part-time adult ESOL teacher. While working for CARIBE, Ciro has demonstrated hard work and excellence. He has earned the respect of his colleagues and was awarded the Adult Education Rookie Teacher of the Year 2017 at the HTCAA Awards Banquet. The CARIBE Refugee Program could not be any prouder of Ciro’s accomplishments. His story shows that anything is possible with hard work and dedication.

Martin M. and His Father

Martin M. and his father both came to CARIBE at the same time early in the Fall Semester. They stayed with relatives at the time. They successfully finished their semester with Luis Cardenas as their College and Career Readiness ESOL teacher. They were later joined by Martin’s mother who is now attending ESOL classes. All three of them are enrolled in A+ Certification Preparation course at Adult Ed and are now living on their own. They have started to establish their lives in Tampa, and they just bought a car!

Manuel Penalver Tadeo. Manuel Penalver Tadeo’s story is a true story of perseverance and success. Manuel Penalver first arrived in the country in November 2013. He was a refugee from Cuba. After getting his social security card, he immediately signed up for ESOL classes with the CARIBE Refugee Program. Manuel already has some knowledge of the English language, having lived in Spain for a few years. Manuel has a high level of literacy as he completed his bachelor’s degree in Microbiology in Cuba. It did not take long for him to complete level 7 of ESOL. Manuel knew then that his hard work was just starting. After completing ESOL, he immediately signed up for the Laboratory Medical Technician Program at Erwin Technical College. With the help of the CARIBE Refugee Program, Adult and Community Services Center, Federal Student Aide (FAFSA) and Hillsborough County Social Services, he was able to pay for the entire Laboratory Medical Technician Program. While going to Erwin Technical College, he was hired by the CARIBE Refuge Program as a part-time paraprofessional. This helped pay for his everyday living expenses and buy a used car. He was able to complete the Laboratory Medical Technician Program at the shortest time possible while earning high grades in all his courses.

Manuel Penalver Tadeo is now a full time Laboratory Medical Technician at St. Joseph’s Hospital in Tampa. He not only serves as a laboratory technician at the hospital, he also serves as the lead technician in his department and is also in charge of training all newly hired laboratory technicians. He is also a proud owner of a new home and a new car. He is also able to travel around the United States during his free time. Manuel started with nothing, but now he is economically stable, and he is a contributing member of his local community. Manuel said, “America is truly the land of opportunity but it would be extremely difficult without the help of social services and Hillsborough County Public Schools.”

Osmany C.

Osmany C. from Cuba was enrolled with CARIBE at Lois and took CASAS test on 9/20/16.He asked for a voucher to attend GED classes and started the GED preparation program in September 2016. In December, he took his exams and passed all subject areas! His counselor, Mireya Cox, suggested he should apply for an A+ Certification course at Erwin Technical College. CARIBE will continue to support Osmany by referring him to the Hillsborough County Social Services at the Hillsborough County Schools Adult Career Service Center to help with the cost of tuition for the A+ Certification.

Kirenia A.

Kirenia A. is a student that came from Cuba in October 2016.  When she first came to class, she was very quiet and shy and refused to participate in oral activities.

As the days went by, Kirenia shared that she had had a very bad experience with an English teacher in her country. Her teacher got very upset with the students when they made mistakes. Because of her teacher, she stopped participating in class and was afraid of speaking English to other people.

After some time at CARIBE, Kirenia realized that her classmates made mistakes but did not feel uncomfortable. So she understood that the English teacher was caring and helping the students, and that the classroom was a safe environment for her to learn. All of the sudden, Kirenia was participating actively in class and finally gained self-confidence and lost her fear of making mistakes.

Kirenia is studying English every day at home and is a very dedicated student. Whenever she has the opportunity, she speaks English. When people offer her help in Spanish, she declines it because she says that she needs to practice English as much as possible. Now Kirenia is able to go everywhere and speak English with anyone with no fear.

Darlin Guerra Diaz

Meeting the 24 year-old Cuban Darlin Guerra Diaz might give you the impression that she is all smiles, but underneath that facade there is this strong-willed and determined student who has always had her eyes and mind set on one target — becoming a doctor.

The elder of two siblings, Guerra is the daughter of Sonia and Roberto. Born and raised in Matanzas, Cuba, her parents worked very hard to give their children decent conditions and good education. Darlin loved spending time with her grandmother, and when she got sick, Guerra was by her side day and night, taking care of her. This experience led her to pursue her interest in the field of medicine.

Although her mother is an experienced dental hygienist and her father a well-seasoned English teacher, they haven’t been able to continue working in their respective fields for many reasons. Cultural shock, language barrier, and other unfortunate personal and family events have emotionally crippled her family. Darlin has had to steer the wheel for the entire family to support them financially. She drove her parents to work and school, she attended her younger brother’s PTA meetings, and she got up every day at 4:30 a.m. to go to work. After her shift, she would drive miles to attend school. It was a huge sacrifice on her part, but it didn’t decrease her perseverance and determination. When in class, she would always find time to help her colleagues, making lots of friends along the way.

Her unwavering desire to learn and pursue her dreams paid off when she got accepted into a local community college to continue studying medicine. She is over the moon. In her own words, “I struggled, worked my fingers to the bone, and studied hard. I believed in my dream when it seemed like a far-fetched reality. I’m so glad I didn’t give up.” I hope her story serves as an inspiration to other refugees and immigrants like her. It has been a sincere pleasure to be the one to share it.

Pearson ELT would like to thank Scott Cohen, Manager, Curriculum and Instruction at Bergen Community College at Hackensack, NJ; and Ronald Allan Cruz, the Coordinator of the CARIBE Refugee Program in Tampa, FL for generously allowing us to share their students’ success stories.