The CATESOL Journal

This study analyzes the diary entries of four nonnative English-speaking (NNES) students enrolled in a master of art’s (MA) program in teaching English to speakers of other languages (TESOL) in Southern California. A qualitative analysis of the diary entries shows that, in spite of the differences in the participants’ background in English language learning, length of U.S. residence, and professional goals, there are four common themes in the diaries: (a) feeling language anxiety, (b) coping with feelings of inferiority, (c) coping with their language needs, and (d) bringing strength to the TESOL program. The study shows that the students experienced language anxiety but were able to use coping mechanisms to overcome difficulties. At the same time, this study highlights the strengths that these NNES students brought to the MA TESOL program in which they were enrolled.