My story of successes and challenges of teaching English as a second language is dedicated to all teachers in the field of adult literacy. My story is told with two goals in mind: to serve as an inspiration to teachers and adult learners of other languages who wish to become teachers, and to energize and encourage teachers and learners of English as a second language to stay in the field of adult literacy.

Haitian Perspective
I was introduced to the adult literacy field through the Community-University Project for Literacy (CULP) at the University of Massachusetts at Boston. I started as a teacher's aid/mentor at the Haitian Multi-Service Center in Dorchester. I choose this particular center because I was born and raised in Haiti. Knowing some of the facts of the social, economic, and educational situations of my native country, I quickly acknowledged the importance of the adult literacy project.

Every Haitian family values and preaches the importance of a good education, and it is unfortunate that only a small percentage of the population in Haiti has the privilege to attend school. Haitian scholars and others have confirmed that 83% or more of the Haitian population is illiterate.

Prior to the Community-University Project for Literacy, I had no knowledge of the adult education programs in the greater Boston area. I had no idea that English as a second language and adult education classes were available to immigrants in my neighborhood. Even with a strong interest in cultural anthropology and ethnography, I was not aware of the diverse ethnic groups that exist in the Boston area and throughout New England. At first, I was not very enthusiastic about the tutoring aspect of the project.

As a learner myself, I lacked the confidence in my abilities and skills to positively influence the academic goals of other learners. Today, reflecting back on the dynamics of the tutoring aspect and its positive impacts for both the learners and myself, I realize that I was fortunate to be able to be a participant in the project. I have been and am still intrigued and deeply touched by the desire and determination of the adult learners to fight against illiteracy. From the project, I not only learned more about the English language, but also acquired a deep desire for self- improvement. The project also allowed me to gain enough confidence and experience to become an active and productive member in my community. Thus, I have made the decision to pursue and excel in the adult literacy field as both a teacher and learner. I feel that colleges/universities should continue to provide educational programs for students geared towards adult education. Today, as a teacher I have encountered significant challenges, but have also achieved a great deal of success.

Challenges
As a non-native speaker of English, I have to overcome my own insecurity and fear of the mechanics of the English language. I have to keep my self-esteem and confidence in check in order to boost my students' self-esteem and confidence. I have to learn ways, through constant planning and experimentation with classroom strategies, and professional development, to help the students reach their educational goals.

Successes
In spite of these challenges, I have achieved a great deal of success in this field, and I hope my success will inspire other non-native speakers of English to continue learning English and to pursue the field of adult literacy as a career. For example, I have been able to maintain consistent and regular class attendance in my classrooms. I have continued to create a comfortable learning environment for my students and to help students of various ethnic backgrounds reach their academic and economic goals. I have helped prepare many Haitian students for a certificate program or high school equivalency. I have also been able to meet expectations of the programs I have worked for.

In addition, I have had the opportunity to work with well-known adult programs, teachers, and diverse ethnic groups. Through all of my work, my language and professional skills continue to improve, and these are my personal successes.

Kerline Auguste Tofuri teaches ESOL at the Cambridge Community Learning Center and is on staff at the Boston Adult Literacy Fund (BALF). She can be reached at 617-720-0181.