Meet MA-TESOL Alum: Thi Ngoc My Le

During her time in Gonzaga University’s M.A. in Teaching English to Speakers of Other Languages (MA‑TESOL) program, Thi Ngoc My Le deepened her knowledge of second language learning and evidence‑based teaching. From completing a pronunciation case study to refining her teaching philosophy, she learned how to connect academic ideas with real classroom practice. In this Q&A, she reflects on her time at Gonzaga and what she gained from it.

Why Gonzaga University and why the TESOL program?

I chose Gonzaga because its TESOL program offers a rigorous academic foundation deeply integrated with hands-on teaching experience. I was specifically drawn to the program’s unwavering commitment to social justice and its mission to serve diverse, multilingual communities. Rather than studying linguistic theories in isolation, I was consistently challenged to apply them within real-world teaching contexts. This seamless integration of theory and practice made Gonzaga the ideal fit for my professional goals.

What skills did you develop in the program?

The program provided a dual-lens approach, allowing me to bridge the gap between theoretical linguistics and practical classroom application. Academically, I deepened my command of phonology, morphology, syntax, semantics, and pragmatics, which significantly strengthened my ability to analyze learner language and provide targeted support. Professionally, I gained expertise in designing curricula for mixed-level adult learners, implementing formative assessments, and managing dynamic classrooms. Beyond the technical skills, I cultivated a refined sociocultural awareness that enables me to respond thoughtfully to the diverse cultural and educational backgrounds represented in today’s globalized classrooms.

How was it building community with your peers in the program?

The MA-TESOL program purposefully fosters an environment of collaboration rather than competition. We didn’t just work together to complete projects; we truly learned with and from one another. Through the Summer Institute, we had unique opportunities to co-plan and co-teach, which sharpened our teamwork skills and fostered a culture of meaningful peer feedback. Additionally, the First Friday Forum (FFF) created a welcoming space to connect, share field updates, and discuss current issues in pedagogy. These shared experiences built lasting professional relationships that I continue to value today.

What was your experience with the faculty like?

The faculty at Gonzaga operate as dedicated mentors rather than traditional lecturers. I found the instructors to be incredibly approachable, providing detailed, actionable feedback on my lesson plans and conducting classroom observations with constructive follow-ups. They were deeply invested in my success, from providing academic advising and connecting me to practicum placements to facilitating mock interviews that immersed us in the realities of the professional job market.

How was the internship/practicum experience? 

The practicum was arguably the most transformative phase of my graduate studies. My placement at Spokane Community College (SCC) exposed me to adult learners with diverse linguistic needs and provided a platform to refine my pacing, assessment strategies, and classroom routines. Working in a real-world setting allowed me to iterate on my teaching style based on immediate feedback. By the time I graduated, I had a robust teaching portfolio including observed lessons and original instructional materials, which served as concrete evidence of my competence during job interviews and made my transition into a professional teaching role remarkably smooth.

Research opportunities and what I gained from them?

Gonzaga offers excellent avenues for both instructor-led projects and independent research. During the program, I conducted a pronunciation case study that sharpened my skills in data collection and error analysis. This experience was invaluable; it taught me how to connect abstract second language acquisition theories to specific, targeted student interventions. In addition, my practicum experience sparked deeper reflection that later evolved into my teaching philosophy, which I am currently developing for publication. Working directly with multilingual learners allowed me to critically examine my instructional decisions and ground my philosophy in real classrooms.