Turning Doubt into Opportunity: Hispanic Heritage Month Reflection
From an early age growing up in Puerto Rico, I developed a deep passion for languages. I was exposed to both Spanish and English, and I dreamed of becoming fluent in English, believing it would open doors for me. I thought that moving to the United States would make that dream come true, but my experience as a new student was far from what I had imagined. I didn’t have the support I needed, and instead of learning the language, I found myself isolated and struggling. However, those early challenges didn’t deter me from my goal. They fueled my determination to master the language that had once felt out of reach.
Like many newcomers, my journey was marked by perseverance. I continued to learn English despite the obstacles, and eventually, I pursued higher education, earning both my bachelor’s and master’s degrees in English as a Second Language (ESL). Today, I’m close to completing my Ph.D. Becoming an educator, especially in a language that wasn’t my first, was a way for me to turn my struggles into opportunities — not just for myself but for the many students and teachers I now support.
In my current role as a content-based language instructional specialist, I work with teachers who educate newcomer and emergent bilingual students. I’ve dedicated my career to helping these teachers develop the strategies and tools needed to create a welcoming, inclusive environment for students who, like me, are navigating a new language and culture. But despite my qualifications and years of experience, the reality is that my expertise is often questioned simply because of who I am — a Hispanic woman with an accent.
It’s disheartening to walk into a classroom ready to offer support and be met with skepticism. There have been countless times when I’ve felt the unspoken doubts: “How can she, with her accent, teach me how to teach English?” I’ve faced looks that make me question my worth and moments that make me feel like I don’t belong in a space that should embrace my knowledge and background. But I remind myself daily that my journey — learning English as a second language, embracing my cultural roots, and becoming a specialist in this field — makes me uniquely qualified to do the work I do.
Reflecting on these experiences has made me realize that this challenge is not just mine. It’s one that many Hispanic educators face in fields where they’re seen as outsiders, even when they have the skills and expertise to excel. It’s easy to internalize the doubts of others, but I’ve come to understand that my identity, my accent, and my experiences are not weaknesses. They are strengths. They give me the empathy, resilience, and cultural insight to truly support both teachers and students.
As I continue my journey, I remain committed to advocating for more inclusive and culturally responsive approaches in education. We need to value the diverse experiences that educators like me bring to the table. It’s time for the field to recognize that being bilingual, bicultural, and yes, having an accent or being Hispanic, doesn’t make us less qualified — it makes us more equipped to understand and support the students and teachers we serve.
There is immense pride in being a Hispanic woman in education, especially in a field where our voices aren’t always heard. I know that I am part of a larger movement toward greater diversity and inclusivity in schools. My story is not just about overcoming challenges — it’s about embracing my identity, celebrating the rich cultural and linguistic diversity that defines me, and using it to make a meaningful impact in the lives of others.
Let’s continue to celebrate Hispanic educators and the invaluable perspectives they bring to our schools and communities. Diversity isn’t just something to be tolerated — it’s something to be cherished and uplifted.
Esmeralda Cartagena Collazo is a Ph.D. candidate in the Literacy, Language, and Culture at Texas Woman’s University’s School of Education and an AACTE Holmes Scholar.
Tags: diversity, equity, Holmes Program, inclusion, teacher quality
