The CATESOL Journal

As many scholars in the field of TESOL (Danielewicz, 2001; Harlow & Cobb, 2014; Kanno & Stuart, 2011) point out, the development of teacher identity is an ongoing, multifaceted process. Thus, quite frequently, novice teachers feel as though they take on a role when they are in the classroom, as opposed to fully embodying an identity of a teacher. This article chronicles my experience as a MA TESOL student at San Francisco State University (SFSU) during my participation in a volunteer organization called Project SHINE (Students Helping in the Naturalization of Elders). Project SHINE places student volunteers in ESL classrooms in the local community college and provides the opportunity for novice teachers to gain valuable classroom experience, to engage with professionals in the field, and to work closely with ESL students. Project SHINE has served as a practicum experience during my 1st year as a MA TESOL student and has become an integral part of my growth as a teacher. Through volunteering in the ESL classroom, I have had the opportunity to make discoveries about aspects of my personality that contribute to my identity as an emerging professional in the TESOL field.