So far, I’ve had quite the whirlwind day. I spent a good chunk of my late morning/early afternoon researching MA programs in teaching English for Speakers of Other Languages, but that was only once I reviewed the websites for two alternative teacher-training programs that also culminate in state or municipal licensure. I made some promising but also some disappointing revelations. Let’s start with the latter.
I live just outside Washington, DC, and so I read about TESOL programs housed at universities nearby: Johns Hopkins (because the teachers in whose classrooms I volunteer continually mention it as a possibility), The George Washington University, and American University. I know I haven’t exhausted the list of professional schools in the area. (I had applied to an intensive MA program in TESOL based at my alma mater, the University of Maryland, and was brutally rebuffed months ago. Still stinging, I’m not sure I want to reapply.) But the experience of reading about these three schools provided enough frustration and disappointment for the day.
More specifically—and this comes as no real surprise to the self-aware procrastinator in me—the deadlines for application are fast approaching. We’re talking next week. Well, there goes that. But what is even more annoying is that each of them requires the submission of GRE scores. I took it five years ago (I can’t believe it’s been that long) and didn’t do as well as I should have done. I have resisted retaking the test because I suffer from acute test anxiety. Best to avoid it as much as possible. But for my UMD application last fall, I took the Praxis I, which is the first in a series of standardized tests for aspiring teachers. I aced it (technically, this isn’t true; I just far exceeded the passing scores on the reading, writing, and mathematics sections). I’m surprised that these other MA teaching programs don’t request Praxis I scores.
Which brings me to the good news: the alternative teacher training programs in Baltimore and DC require successful applicants to take and pass the Praxis I and II before starting the program, and they never once mention the GRE. I like these routes to certification better, anyway. They’re more accelerated, as I would be teaching in the public school district, earning a salary, while taking courses a couple nights a week. They’re also a lot less expensive. The only caveat is that ESOL (or ESL, as it is sometimes known) is not a subject that I can specialize in. In the Baltimore program, I can choose to teach English for grades 7 through 12, which would also be a lot of fun. Unfortunately, I have to write off the DC program because I don’t want to (or can’t) teach any of the available subjects: early childhood education, elementary, math, science, and secondary special education. ESL, if and when it is available, is only an option for applicants who are accepted into another specialization (I think it’s Spanish, and I’m nowhere near proficient enough to qualify).
The Baltimore program’s not accepting applications right now, but hopefully it will soon. I intend to apply. I also looked up Teach for America; I had flirted with the idea of applying to them right out of college, but I was too chicken. I was intimidated by their desire for candidates with strong leadership skills. I was a leader in high school: a member of several honor societies, a writer-director-performer in one-act plays, and even the youngest editor of the school newspaper in my sophomore year (OK, it was the entertainment section, but still). At the end of my senior year of college, I labored under the misapprehension that I didn’t involve myself with many extracurriculars. I did, though; I see that now. So I may as well apply. It’s not like I have anything on my plate right now. And it’s not like either one of these programs—the Baltimore one or the Teach for America one—want letters of recommendation, which may be too difficult to secure this late into the autumn term.
I wanted to put most of my furious Internet research behind me. I also wanted to stretch my legs, so, grabbing hold of the opportunity afforded me by my dad’s absence (he’s in shul all day for Yom Kippur), I walked around the inside of my house for two hours, reading from The Marriage Plot. I’m now halfway through, and it dawned on me today just how brilliant the book is. On the surface of things, I can relate (all too well, I might add) to the protagonist Madeleine Hanna. As the book opens, she is graduating from Brown University, class of 1982. An English major, she has no road map for the future, especially now that she and her boyfriend broke up weeks before. I can’t relate to that part, but feeling lost and useless is something I have been through before. If you count my present circumstances, this constitutes the third time I have been in a rut. The first was when I graduated from college in 2008 without a golden ticket to grad school (and by that, I mean an acceptance letter). The second set in even before I graduated from a prestigious MA program in film history and theory last year.
The brilliance of The Marriage Plot is that, through ostensibly telling an Austenian love story in which so much hinges on two people getting together for both romantic and practical reasons, Jeffrey Eugenides seeks to bring back the titular trope and make it relevant, but the effect is more post- than modern. To achieve this, he relates this story through the intellectual identity crisis of Madeleine Hanna, who, a devotee of Austen, Gaskell, Wharton, and James, discovers postmodernism and deconstructionism in her final year at the Ivy League school. It throws her life into a tailspin. I just passed a point in the book when she goes to an academic conference on Victorian literature and realizes that the field—thanks to feminist and queer theories, among others—is now wide open to interpretation. Realizing she can unashamedly dedicate her career to the books and authors she loves more than anything, she declares that she wants to be a “Victorianist!” This is the part I can and yet cannot fully relate to. I also want to find my tribe, both cultural and intellectual. I just don’t know what to call myself. If I knew, maybe I’d be earning a PhD right now. As if that would solve all my problems.
I was thinking about this as I robotically transgressed boundaries between rooms and looped around the sparsely laid out furniture, turning pages as I went. I asked myself, “What do I want to be?” In the past, this was simpler. I wrote short stories as a child, and I somewhat naturally (read: naively) assumed I would be an English professor at the university level. But I didn’t major in English (those degrees are a dime a dozen, I came to learn); instead, my undergraduate degree is in American Studies, which is great because it’s essentially another word for “Cultural Studies,” allowing you to tackle with a critical and analytical eye pretty much any subject as it relates to culture and identity. I loved the program (it was flexible but rigorous), but knowing what I know now, I wouldn’t advise someone to get a degree in it unless she knew exactly what she wanted to get out of it, if she knew exactly how it would prepare her for the career she really wants.
Last Monday, I attended a dinner party. I enjoyed talking to the one person there whom I had never met before. I told her a bit about my problems in finding a job. And she asked me something no one else has really dared to ask me: “If you could have your dream job, what would it be?” I didn’t know how to respond truthfully. It didn’t come to me. With all this talk of the recession, the high unemployment rate for people my age, etc. etc., I haven’t had the luxury to even think about my dream job. I just need to get a job. Even if it’s bagging groceries, which I have done and swear I will never do again. Eventually, I told the woman, “I guess I would want to write.” She extrapolated this nugget of information to mean something I wasn’t sure I meant. She suggested I look into organizations I could see myself working for, approach them about the opportunity to write for free, on a trial basis and with the expressed notion that should they like my work, they should then hire me. She warned me it would be rough (writing doesn’t pay well), but I might get somewhere. I might find satisfaction.
But do I want to write? What do I even mean by that? I read The New York Times everyday. I wish I could write like many of the staff reporters and critics do. I can find a winning angle to any story, I tell myself, and I have things equally important to say, too. But I know I will never write for The New York Times. Sometimes I think maybe I should have gone into journalism or majored in English. My chances of writing for the paper—or any other, for that matter—would be that much better if I had done either or both of these things.
I have at least two ideas for novels, but I haven’t written a single word for either one. I’ve been holding onto them for well over a year now, but I never got to work on them because I thought I would feel guilty for pursuing a pipe dream at the expense of looking for a “real” job. Since my job search has been so lackluster, I bet that if I devoted even half the time I spent thinking about my would-be novels to actually writing one, I’d have finished by now. Is it too late to start again for the first time?
I also regret that I quit studying Spanish, French, and German in college. Actually, I regret not choosing one and focusing all my energy into becoming fluent in it, which is still one of the most important things I want to accomplish. I imagine a world in which I toughed out Spanish, eventually overcoming the “intermediate plateau” by living abroad, in a situation that forced me to use the language everyday. Sometimes I think that I should have majored or minored in Spanish so that I could work as a translator in the very least.
I have an advanced degree in cinema studies, which most people interpret to mean that I am a filmmaker. No, I tell them, I don’t make anything; I can only analyze and write about movies. I didn’t get the degree to become a film critic, since print criticism is an endangered species and the confluence of film bloggers means virtually no one who writes online is paid. Honestly, I have always joked that I wish someone would just pay me to watch movies. I would be fine if I didn’t have to review them, either. Weeks ago, I learned that such a position does exist, but I have yet to pursue it.
Is teaching English for Speakers of Other Languages my quote-unquote dream job? Probably not, but it’s the best I’ve got. As a lover of languages (particularly the nuances of my native tongue, English) and other cultures and as someone who has always enjoyed the idea of being a teacher (a lot of people have told me through the years I’d make a great one because I am passionate, knowledgeable, and want others to succeed), it seems to be the perfect outlet for me. Sure, volunteering in the ESOL classroom has so far been what I thought it would be and not. Mostly, not what I was expecting. But it’s been a wonderful learning experience. I do honestly hope that I continue to enjoy it, because maybe then I will finally identify my dream job and have enough experience under my belt to make a well-argued case for why I deserve it.