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By Sandy Chase
“To have another language is to possess a second soul."
– Emperor of the 9th Century Holy Roman Empire, Charlemagne
Grace Golden believes that learning another language leads to new connections, giving us the opportunity to explore different cultures, see the world on another level, and empower ourselves, as is true for many Project Light adults and herself.
Having learned French in high school and choosing it as her college minor, Grace has experienced this “second soul,” better appreciating her Level 4 students and their commitment to learning English to improve their life and help their children achieve their academic goals.
Students have tested into the class because of their English levels. Based on The Fifth Edition of Interchange published by Cambridge, the curriculum comprises themed units and various activities and exercises, including conversation, perspectives on culture, grammar focus, pronunciation, listening, writing, and reading.
Grace also finds it invaluable that she has learned much from her students, who have taught her and classmates about their countries and cultures, making time at the nonprofit win-win. Encouraging her students to share about their cultures helps strengthen Project Light’s value of welcoming diversity.
In the short time that Grace has been teaching at Project Light, she’s made a difference. Grace brings a wealth of experience and expertise, bolstered by her 36 years of teaching English and reading to middle- and high-school students as a certified reading specialist.
Quotes from two students who have been in her class for two years say it all.
When asked how the class has helped them improve English, Rose Gabrielle "Gabi" Anthenor, who wants to be an R.N.; and Shelove Antidor, looking for employment as a dental assistant, respond as follows:
“This class,” says Gabi, “has helped me improve my English by the content, homework, and the way that Ms. Golden teaches. It's easy to understand contractions now."
Shelove says, "It has helped me not to be afraid to speak English, even if I make a mistake. I now know more vocabulary.”
These two adults also enjoy their class experience, highlighting Grace’s dedication to her students:
Gabi says that Ms. Golden teaches with joy. “She’s very patient when she helps us with pronunciation.”
Shelove's response points out that everyone is respected, leading to a relaxed atmosphere.
"Ms. Golden gives the same attention to every student: there’s no discrimination. I like that.”
Advanced English teacher and past Board President Charlie Cunningham validates Grace’s students’ comments, recalling his meeting her after she observed his class prior to accepting a PL teaching position:
“She asked detailed questions concerning my students’ participation and classroom routines, wanting to learn all she could in order to make a good impression on her students.”
He also says, “Sometimes, when her door is open, I can hear what’s happening in her classroom:
Students seem to respond to her easygoing. but firm. teaching style. Dedication, patience, and empathy appear to be an integral part of Grace’s instruction.”
Concurring, Executive Director Elena Farkas captures how Grace’s instilling confidence in her students has made a difference.
Grace's name—first and last—captures her personality and teaching style. She creates a supportive, “graceful” classroom environment. Her creative way of praising students' efforts and progress, while celebrating their achievements, encourages our adult learners to take risks—making her a gem in our teachers’ treasure box.
Elena also points out that Grace encourages her students to participate in class, whether they answer incorrectly or mispronounce a word because of her tactful way to correct them. “If students need extra help or lack self-confidence, she finds time to support them, helping students overcome shyness.”
Elena says that Grace’s genuine interest in her students and their cultural background, while sharing her experience in learning a foreign language, builds the perfect classroom rapport—opening opportunities for students to trust their teacher and positively reflect on their strengths and weaknesses. Elena is grateful that Grace is a part of the Project Light team. “Grace knows that confident students are more likely to speak in class and ask for help: essential skills for our students to integrate into their life in the United States.”
Why did you choose to volunteer at Project Light?
Cheryl Evans, who’s my friend and board president, recruited me. As a retiree, I wanted to give back, and choosing one of my strengths was a perfect match. If I can help others, I’m there.
What inspired you to choose teaching as your career?
I was inspired to teach English because of my love of reading. A wonderful, patient high-school English teacher took an interest in me. She’s been a role model.
How is teaching at PL similar to your extensive experience?
There are similarities like planning lessons that address students of all levels and abilities. My observing, providing feedback, and evaluating help to create an atmosphere where all can thrive—and be motivated to accept future challenges.
I can also identify with my students’ challenges because I had to brush up on French considerably before visiting France 10 years ago, reaffirming that if you don’t use it, you lose it. I respect my students who are determined to master English.
What rewards have you experienced as a volunteer?
I relish my time working with Project Light adults. I’m rewarded when I see how grateful and enthusiastic they are. It’s fulfilling, knowing that I can help them improve their English and, perhaps, get better employment as they assimilate into American society.
How do you help those students who are struggling?
I try to make them feel comfortable so they can ask me to speak up, slow down, repeat, and/or clarify directions. I walk around while they're working to ensure that they understand the assignments and modify them as needed. Also, I review and reinforce previously taught skills.
What additional activities do you offer to help students?
Besides following the curriculum, I assign extra practice/homework, one-on-one guidance, partner work, and small-group discussions in class. I’m always looking for other reinforcement as needed. I also use the Internet and YouTube as sources for supplementary materials and activities.
What does partnering and small groups look like? How do your students help one another in class?
They check one another’s work and collaborate as much as possible. It’s rewarding to see how students want to assist their classmates.
What are your pastimes?
I enjoy reading, traveling, attending plays, and golfing.
What would you like to tell others who are thinking about volunteering at Project Light?
I highly recommend volunteering at Project Light. It’s fulfilling to know that you are helping others. Executive Director Elena Farkas is supportive. She’s always available—guiding volunteers along the way and promoting the PL mission while stiving to achieve the vision.
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