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  • Home
    • Annual Voices Journal Submission Guidelines
    • Spring Conference Photos
  • Annual Voices Journal 2026
  • 2026 Spring Weekly Voices
  • 2026 Winter Weekly Voices
    • Season’s Greetings from the NJTESOL/NJBE Executive Board
    • NJTESOL/NJBE Scholarships and Awards for your students and you!
    • AI-Powered, Integrated Unit Goals and Lesson Objectives for K-12 English Learners
    • AI as a Tool for Inclusive Bilingual Education
    • Raquel Sinai Newcomer Award Winning Essay
    • NJTESOL/NJBE Represented at the NJPSA/FEA Administrator’s Conference
    • Supporting Muslim Students During Ramadan: 4 Suggestions for Teachers to Consider
    • Seal of Biliteracy Scholarship Award Winner’s Essay
    • AI Tools in a ML Classroom
    • Reframing the Narrative: Why Are We Waiting to Value Home Languages?
    • Migrant Education Programs in New Jersey
  • About Us
    • Mission Statement
    • Executive Board
    • Membership Information
    • The Hotlist

A Student’s Success

Youstina Salib is a peer tutor hired to help students taking ESL classes at Bergen Community College. She wrote this autobiography for the English Language Resource Center (ELRC) fall newsletter to be shared with the faculty who teach composition and ESL classes.

Hello! My name is Youstina Salib. This is my third semester and second year at BCC. I’m majoring in biology, but when I transfer, I’m planning on changing my major to neuroscience since I find the brain and the way it functions really interesting! I am from Cairo, Egypt. I have been in the United States for almost 5 years now.

Before I moved to the United States, I only knew how to speak a few basic English sentences. When I was in high school, I had to take ESL classes. I stayed in ESL for two years before my teacher decided I didn’t need to be in ESL anymore. When I was in ESL, I felt most comfortable since I was mainly among students who could only speak as little English as me. I used to be embarrassed by my accent and the way I pronounced certain words. I didn’t like that about me, so I decided to make a change. I studied hard, translating every single word in the textbook, and even preparing for all my classes ahead of time to be able to understand the lessons better. My hard work paid off, and my language slowly started to improve over time. I graduated high school with a 3.7 GPA, and now I’m at BCC pursuing an associate’s degree in biology and helping people who have the same struggles I once had.

I love my experience in the ELRC so far. Not only does it allow me to provide people with the help they need, but it also helps me meet new people and make new friends from different backgrounds and cultures. I enjoy sharing cultural differences and asking them to teach me words and sentences in their language and seeing the excitement in my students whenever I ask them to teach me about their languages and cultures. That’s what I like the most about being a tutor in the ELRC: we all get to exchange knowledge and differences! I am looking forward to meeting new students and getting to know more about them in the spring semester!

Reprinted with the author’s permission by Marilyn Pongracz, ELRC Supervisor

Announcements

Looking at and Learning about the WIDA 2020 Standards Framework with NJTESOL/NJBE
Tue, January 10, 2023, 4:30 PM – 6:00 PM EST Online. You can register here.

Padres con Poder/Parent Power, NJTESOL/NJBE’s FREE Virtual workshop for Parents of Multilingual Learners, Saturday, January 21, 9:30 – 12:30.
This year’s presentations focus on student and family mental health support, civil rights and immigration information for families, and a presentation by Seal of Biliteracy graduates.
Click here to register.

How to Support the Social and Emotional Health of Middle/High School ELLs

By Michelle Lawrence

Michelle Lawrence writes that unless the social and emotional needs of students are met, even the best teaching cannot be successful.

The tips she presents revolve around getting to know your students by building relationships with them through informal interaction such as extra-curricular activities, lunch, and especially advisory periods. It is necessary to find out about their responsibilities apart from school such as jobs, caring for family members, cooking for their families, or being the family translator.

It is also essential to find out about their previous experiences that may have caused trauma.
The teacher’s role is to provide guidance and opportunities for completing their required assignments and letting them know that they have a listening ear and support. In addition, Lawrence emphasizes creating structure so students know what they need to do and when.

Teens also struggle with their identity: being like their American classmates while yet holding onto their own cultures. Teachers need to provide validation of the different cultures of their students. Finally, teachers can encourage their students to pursue their interests and hobbies and build on their talents.

See the details and 12 videos on Colorín Colorado.

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NJTESOL/NJBE Voices Editorial Board

Executive Director
Kathleen Fernandez

President
LeighAnn Matthews, Bridgewater-Raritan Public Schools

Past-President
Michelle Land, Randolph Township Schools

Layout
Dale Egan, Bergen Community College

Technology
Marilyn Pongracz, Bergen Community College

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