Explore a Winning Education Admission Essay
In the world of M.Ed., MAT, and PhD in Education admissions, elite programs are looking for more than just a love for teaching. They are searching for leaders, researchers, and advocates who can navigate complex systems and drive student success. Whether you are specializing in Curriculum Design, Educational Technology, or Special Education, your essay must demonstrate a sophisticated understanding of pedagogy and policy.
Explore our featured Education Admission Essay Sample to see how we help educators bridge the gap between classroom experience and high-level academic theory.
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Before
Growing up in ******, a coastal city in China where international business is thriving, I understood from a young age the importance of mastering a foreign language. I began to learn English in kindergarten and got fascinated in this beautiful language in the 16-year wonderful journey. I enjoyed putting my language skills to use in various ways, like working as an interpreter and translator, and I came to realize that I want to delve even deeper into the field of second language acquisition as a researcher. A master’s degree in this field will give me the knowledge and skills required to make real changes in English teaching in China, and Teaching English to Speakers of Other Languages in GSE would seem to fit my needs perfectly.
As an undergraduate, I volunteered extensively, but teaching English was by far the most gratifying and valuable experience. I taught English to senior citizens at the ***** Community, and also worked one-on-one with fellow students to improve their English language skills. The thirst for more effective English teaching approaches and ways to meet the needs of specific language learners inspires me to pursue more, and pushes me to think critically about existing teaching methods.
When I began to ask questions about language teaching, I turned to hefty volumes of professional texts in search of answers. Attending the course General Linguistics helped me to acquire some basic knowledge of English linguistics, and my internship in an Indian NGO, which enabled me to travel to several universities in India, provided me with a new perspective on how English can be taught. I also coordinated a program in my university that enabled my classmates to teach English in a primary school in Beijing, where I experimented with several kinds of teaching methods and observed their effects. Balancing my volunteer work and extracurricular activities with a heavy course load, I supported myself while also battling spondylopathy, a condition that causes severe back pain. My grades dipped slightly during my sophomore year as I fought chronic pain, but my passion for learning and teaching helped me rise to the challenge and rebound academically as I recovered.
Early in this year, I accepted a position with Beijing ****, the largest private language teaching institution in China, as a middle school English teacher, where I taught students from different parts of China. At the beginning of my course, most students came to improve their tests scores, which I considered to be too superficial and found that this motivation usually could not lead to satisfying results. Using my previous experience and theoretical knowledge, I implemented my own way of teaching in order to change this. I advocated an interest-oriented approach in which I sought to understand students’ various backgrounds since they came from different dialect areas, to encourage them to embrace the beauty of this language in the context of life and practice instead of treating it as the content of exam, and to appreciate the culture of English-speaking countries. In just a few weeks, I received surprisingly good results as their interest in English grew. Many students have kept in touch with me after they went back to school and told me that their test scores increased significantly as their interest in English rose. This experience instilled in me the confidence that I can, indeed, make a difference.
Though such experiences bring me confidence, I still crave professional training for language teaching since I realized that there is still inefficiency in my teaching methods and the teaching process in most educational institutions in China. I am confident that better methodologies for second language acquisition exist and can be developed, and I am eager to begin research on it to find a more effective way to teach English in China. My professional knowledge is limited at this point in my education, and earning a master’s degree is the next step in my journey to pursue a Ph.D. in TESOL.
The emphasis on intercultural communication, sociolinguistics and research opportunities with faculty assures me that the TESOL program in GSE suits me well. My academic rank of tenth among 258 students, professional experience as a teacher and service as the Vice President of the Student Union have proved my learning ability, strong communication skills and the ability to teach English as a second language. My interest in conducting research and my passion for English teaching also serve as a strong foundation for me as I undertake advanced studies in GSE. Given the opportunity, I have the commitment and stamina to excel.
After
I am a product of modern China. In 1978, China began economic reforms that included de- collectivization of agriculture, opening of China to foreign investment, and a gradual shift from state-owned businesses to private enterprise. Now, China has the second largest economy in the world, and is the largest exporter of goods. While China may eventually dominate international commerce, the English language will always be the “international language.”
I observed China’s transformation growing up in *****, a coastal city where international business is thriving. Starting in kindergarten, I began a 16-year journey to learn the beautiful language of English. My goal is to educate the next generation of Chinese leaders in the English language to expand our economic opportunities. I have already honed my own skills as an interpreter and translator, and realized that my greatest contribution to society will be to teach this language to others. This has motivated me to apply for graduate school at the University of ***** in the program of Teaching English to Speakers of Other Languages (TESOL).
As an undergraduate at Beijing ****** University, I volunteered to teach English to senior citizens in the ***** Community. I also enjoyed the opportunity to work one-on-one with fellow students to improve their English language skills. Although I believe I was modestly successful, these experiences encouraged me to think critically about existing teaching methods, and to refine my skills to tailor English language instruction to meet the specific needs of learners based on their unique linguistic backgrounds.
To learn more about the pedagogy of English language instruction, I consulted academic journals, and also completed the course, General Linguistics, which expanded my knowledge of English linguistics. Yet one of my greatest learning experiences was traveling to India as an intern at an Indian NGO. I visited several universities in India, and observed a diversity of English teaching methods. Another rewarding experience was when I took the initiative to establish a program through my university that allowed college students to teach English in Beijing primary schools. I observed how children learn foreign languages differently depending on their stage of development. My passion for these extracurricular activities also helped me overcome spondylopathy, a condition that causes severe back pain. Although my grades declined slightly during my sophomore year, I improved my time management skills to rebound and succeed academically despite all of my commitments.
Earlier this year, I accepted a position as a middle school teacher with the Beijing ***** School, the largest private language teaching institution in China. Initially, I was a little disappointed to learn that most students’ motivation was to improve their test scores, not understand the beauty of English. I used my own teaching philosophy to reorient their thinking by utilizing an interest-oriented approach. I started by learning about students’ various dialects since they came from different parts of China. I de-emphasized the test, and instead encouraged them to embrace cultural elements of English. By shifting their focus from test scores, to the culture of English-speaking countries, they were more inspired and motivated. In fact, several students told me my “interest-based” approach not only helped them learn, but improved their test scores as well. This experience gave me confidence that I can make a difference.
While I have expanded my knowledge through experience, experimentation, and my own academic research, I realize that I need to further refine my skills by studying at a leading international university like the University of ****. ***** not only has outstanding professors and resources, it also has an elite international student body that will allow me to learn how English is taught in other parts of the world. I want to identify how linguistic backgrounds affect learning, and use this knowledge to design curriculums. A Master’s degree from ***** is the next step in my journey to complete a Ph.D. in TESOL.
My academic rank of 10th among 258 students demonstrates my academic ability, while my experience as a teacher will give me a unique global perspective. I also have nurtured my leadership abilities as Vice President of the Student Union. I am confident that I can succeed at the GSE, and ultimately return to my native China to help educate the next generation of English-teachers. I believe improving English-language instruction in China will ultimately improve relations between our two countries.