Have you ever wondered what truly separates an adequate English to Speakers of Other Languages (ESOL) teacher from an exceptional one? Is it simply mastering grammar rules, perfecting lesson plans, or having every certification under the sun? While these elements are undoubtedly crucial, a groundbreaking study from Rohan K. Willis, Sharon Harvey, and Irmengard Wohlfart, recently published in TESOL Quarterly, points to a less-explored, yet profoundly impactful factor: the ESOL teacher’s own experiences as a language learner.
This isn’t just academic theory; it’s a deep dive into the very heart of what makes us connect with our students. Imagine understanding their frustrations, celebrating their “aha!” moments, and anticipating their challenges not because you’ve read about them, but because you’ve lived them. The research, based on the insights of 10 New Zealand-based ESOL teachers, unveils how their personal journeys of learning an Additional Language (AL) directly inform their Teacher Knowledge (TK) and, crucially, enhance their empathy for English Language Learners (ELLs). For adult ESL students at a C1+ level, this exploration offers not only a fascinating glimpse into the mechanics of effective teaching but also powerful insights into how to harness your own language learning experiences, whether you aspire to teach or simply want to deepen your understanding of the process.
The Two Faces of Empathy: Reflective and Enacted
The Willis, Harvey, and Wohlfart study introduces a compelling framework, distinguishing between two vital stages of empathy that emerge from a teacher’s personal AL learning:
- Reflective Empathy: This is the initial, internal stage. It’s about drawing on your past AL learning experiences – both positive and negative – to intellectually and emotionally grasp what your students are going through. Think of it as mentally stepping into their shoes, remembering the feeling of stumbling over a new pronunciation, the joy of finally understanding a complex grammar point, or the vulnerability of speaking in a foreign language. This reflection provides a rich tapestry of understanding about the academic, emotional, and even social dimensions of language acquisition.
- Enacted Empathy: This is where the rubber meets the road. Enacted empathy is the tangible application of that reflective understanding in the classroom. It’s when your empathy translates into concrete pedagogical decisions and teaching practices designed to support and uplift your ELLs. This could manifest as adjusting your speaking pace, offering specific types of encouragement, or designing activities that mitigate common learner anxieties.
The study argues that these stages of empathy are not merely abstract concepts but dynamic components of a teacher’s knowledge base. They challenge the traditional view of empathy as a singular, uniform trait, highlighting its multifaceted nature and its direct link to lived experience.
Why Your Own Language Journey is a Goldmine for Teaching
The research paints a clear picture: your personal battles and victories with a new language are invaluable assets. Here’s how, according to the study’s findings:
1. A Deepened Understanding of the ELL Experience
The most immediate benefit highlighted by the New Zealand teachers was their enhanced ability to truly comprehend the multifaceted journey of an ELL. Catherine, one of the participants, powerfully articulated, “language learning, it’s emotional, and we have to always empathize with our students, and learning a second language is one very effective way of relating to your students.” Naifa echoed this, noting that having “been through learning another language…you are more attuned to [ELLs’] needs and more empathetic, and more inclusive.”
This isn’t just about intellectual understanding; it’s about a visceral connection. When you’ve experienced the frustration of not finding the right word, the anxiety of speaking in front of others, or the triumphant moment when a new concept clicks, you gain an authentic, insider’s perspective. Hunter, who learned Japanese as an adult, vividly recalled the challenge of “going back to being a dummy,” struggling with low self-esteem and vulnerability—feelings many adult ELLs grapple with daily. This kind of firsthand experience fosters a profound empathy that textbooks simply cannot teach.
2. Informed and Sensitive Pedagogical Decisions
Reflective empathy isn’t passive; it actively shapes how teachers approach their craft. The study provides compelling examples of how personal AL learning translates into impactful teaching practices:
- Caution with Oral Feedback: Deborah, reflecting on her own negative experiences with overly direct feedback, learned to exercise caution. Instead of “jumping down the student’s throat,” she advocates for a “round-about way” of correcting mistakes, subtly repeating the correct form to allow students to self-correct. This demonstrates an acute awareness of the delicate balance between correction and confidence-building.
- Extended Patience: Catherine and Jasmin both spoke of their increased patience stemming from their own AL learning. Jasmin, inspired by a patient former ESOL teacher, consciously practices patience when students ask the same question repeatedly. This isn’t just a character trait; it’s a strategic pedagogical choice informed by understanding the recursive nature of language acquisition and the emotional toll of repeated attempts.
- Tailoring to Personality Differences: Fang’s experience as a “very, very shy” language student directly influenced her approach to pair work. Recognizing that shy ELLs might feel uncomfortable, she actively intervenes and adjusts pairings to ease their discomfort, demonstrating a proactive and empathetic response to individual learning styles. This shows that understanding how personalities interact with the learning process is as important as understanding the grammar.
- Mindful Instructional Pacing: Catherine’s reflection on her Mandarin-Chinese teachers, who “failed to take [into] account that probably half of the class wasn’t understanding,” led her to consciously adjust her instructional speed. When she perceives student struggle, she slows down, going “down to their level” out of “more empathy.” This highlights the importance of responsive teaching, where the pace is dictated by learner comprehension, not a predetermined schedule.
- Creating a Positive Learning Environment: Both Naifa and Catherine recounted negative AL learning environments from their past – one where Hindi was “imposed,” and another characterized as “strict and so stiff,” breeding a “fear factor.” These experiences fueled their determination to create the opposite for their students: welcoming, comfortable, and fear-free classrooms. Naifa eloquently stated, “if they’re not happy, it’s like pouring water down the drain.” This underscores the profound impact of a positive emotional climate on learning efficacy.
- Sharing Struggles as a Role Model: Enna and Deborah shared their own language learning difficulties with their students. Enna’s openness about her confusion with grammar points and Deborah’s humor about struggling with prepositions served to normalize challenges and build trust. By being vulnerable, these teachers became relatable role models, showing their students that struggles are part of the process and that success is achievable.
3. The Power of Shared Linguistic Backgrounds (Optional, but Powerful)
While not a prerequisite for empathy, the study noted that teachers who shared an L1 or AL with their students often developed a deeper linguistic understanding of potential challenges. Hunter and Fang, for instance, could anticipate specific pronunciation or grammatical difficulties their Japanese and Chinese students might face based on their own experiences with those languages. This kind of specialized insight can lead to highly targeted and effective instructional strategies.
From C1+ ESL Learner to Empathetic ESOL Educator: Your Action Plan
If you’re an adult ESL student, especially at the C1+ level, you’re already accumulating invaluable experiences that could make you an exceptional ESOL teacher. Here’s how to intentionally cultivate reflective and enacted empathy:
1. Document Your Own Language Learning Journey
Keep a reflective journal or a digital log of your English (or any other AL) learning experiences. Don’t just note what you learned, but how you felt.
- What caused frustration? Was it a grammar point, a pronunciation challenge, or a cultural nuance?
- What brought about breakthroughs? What teaching method or personal strategy finally made a concept click?
- How did you feel in different classroom settings or with different teachers? Were you comfortable asking questions, or did you feel intimidated?
- What emotional states did you experience? Boredom, excitement, anxiety, pride?
This systematic reflection builds your reflective empathy toolkit.
2. Consciously Connect Your Experiences to Others
When you observe other language learners (friends, classmates, even fictional characters in movies!), try to connect their experiences to your own. “Oh, I remember feeling that way when I first tried to differentiate between ‘affect’ and ‘effect’!” This practice strengthens your ability to understand diverse learner needs.
3. Practice “What If I Were the Teacher?” Scenarios
For every challenge you face as a learner, ask yourself: “If I were the teacher, how would I address this for my students?”
- If a complex grammar rule is confusing, how would you explain it differently?
- If a speaking activity makes you uncomfortable, how would you modify it to make it more accessible?
- If you feel demotivated, what kind of encouragement would you offer your students?
This mental exercise directly feeds into enacted empathy, helping you pre-plan empathetic teaching strategies.
4. Seek Opportunities to Teach (Even Informally)
Even if you’re not a certified teacher yet, look for opportunities to explain English concepts to others who are learning. This could be a friend, a family member, or a volunteer opportunity. The act of explaining forces you to consider the learner’s perspective and adapt your communication, providing practical experience in applying your empathy.
5. Embrace Vulnerability and Share Your Story
Just like Enna and Deborah, don’t shy away from sharing your own language learning struggles and triumphs. If you’re teaching, this builds rapport and normalizes the learning process. If you’re still learning, it fosters a sense of community with your peers. Your story is powerful!
Beyond Individual Experience: The Broader Implications
The Willis, Harvey, and Wohlfart study isn’t just about individual teachers; it has profound implications for the entire field of TESOL:
- Rethinking Teacher Training: The research strongly suggests that mandatory AL learning experiences should be integrated into TESOL certification programs. This goes beyond simply learning about pedagogy; it’s about experiencing language acquisition firsthand to develop a deeper, more embodied understanding of the learner’s journey. Structured Language Learning Experiences (SLLEs), as mentioned in the article, could become a core component of teacher education.
- Valuing Experiential Knowledge: The study elevates experiential knowledge – knowledge gained through personal experience – to a central role in teacher knowledge frameworks. It challenges the conventional prioritization of formal pedagogical knowledge alone, arguing for a more holistic view that includes teachers’ personal histories as learners.
- Ongoing Professional Development: For established teachers, the research underscores the value of continuing their own language learning or reflecting deeply on past experiences. Professional development should encourage this introspection and provide forums for sharing how personal learning informs teaching.
- Challenging “Illusion of Sameness”: The study also prudently reminds us of the “illusion of sameness”—the idea that one’s own learning experience perfectly mirrors another’s. While personal experience is invaluable, teachers must remain aware that individual learners have diverse personalities, cultural backgrounds, and learning styles. Empathy, therefore, requires continuous adaptation and a deep understanding of each unique student.
Conclusion: Your Journey, Your Empathy, Your Impact
The research by Willis, Harvey, and Wohlfart offers a compelling testament to the transformative power of a teacher’s own language learning journey. It highlights that beyond grammar rules and communicative methods, the ability to truly feel and understand what our students are experiencing – through reflective empathy – and then to act on that understanding – through enacted empathy – is paramount.
For you, as a C1+ ESL student, this means your ongoing efforts to master English are not just about your personal linguistic growth; they are a profound apprenticeship in empathy. Whether you choose to become an ESOL teacher or simply continue on your language learning path, the insights gained from your own struggles and triumphs will make you a more perceptive, patient, and ultimately, a more impactful communicator and learner.
So, the next time you encounter a challenge in your English studies, don’t just see it as an obstacle. See it as an opportunity – an opportunity to deepen your empathy, to expand your teacher knowledge, and to ultimately contribute to a more understanding and effective world of language learning.
What aspects of your own language learning journey have most shaped your understanding of others’ struggles or successes? Share your thoughts and experiences in the comments below!
Sources:
Enhanced Empathy for English Language Learners: How ESOL Teachers’ Past Language Learning Informs Their Teacher Knowledge and Practices
Rohan K. Willis, Sharon Harvey, Irmengard Wohlfart
First published: 28 May 2025
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