From Learner to Instructor: My Journey with ESOL at ISWA

March 26, 2026

Story written by Tamana Mehran

When English classes first started at ISWA, my friend told me, "English classes are starting. If you want, go." I said, "I have a baby, so I can't." She said, "You are allowed to take your child." That’s where it all began.  


As a mother, I appreciated the added support from ISWA’s childcare services. Several of us in the class had babies, and knowing they were being cared for allowed us to focus fully on learning. The classroom is also very culturally sensitive, which made it possible for everyone to learn comfortably while honoring their cultural and faith values. 



I started as a learner in Instructor Beth’s class. The first thing I learned was how to make doctor appointments — something I couldn’t do before. That was very important for us. She taught us daily vocabulary and gave us the courage to speak. She didn’t let me say “I can’t.” I learned the word “can” from Instructor Beth. 


ISWA offered a knitting class that allowed learners to continue working on their English and learn how to knit at the same time. It was my first time participating in a class like this, and I found it very welcoming, beneficial, and professionally facilitated. One of the main reasons for the class’s success was the instructors’ dedication and kindness, which helped all of us complete the course with confidence.  


After my classes ended, I became an instructor at ISWA. When I started teaching, I understood my learners’ problems right away. They had trouble with English and didn’t always understand the words and sentences. When I translated into Pashto and Dari, they understood. That made them and me happy and encouraged them to keep learning. Now they can write their names, surnames, mobile numbers, and home addresses themselves. They are so interested that they call me several times a day to ask when classes start. I am so happy that I could do something.  


My experience in the English classes has been life changing. As a learner, I gained the tools to live in a new place and the confidence to connect with others. Now, as an instructor, I support other immigrants who have overcome big challenges to find safety and stability. I don’t just teach English, I create a space where learners feel seen, supported, and safe. This kind of support means a lot to immigrant families trying to build new lives. And even though I am the instructor, I often feel like I’m learning from their stories and strength too.  


About Tamana Mehran

I am an Afghan woman, born and raised in Afghanistan. I completed twelfth grade with honors and studied journalism for two years. Because of difficult circumstances, I could not continue my education. I immigrated to the U.S. in October 2022. I began learning English and now teach English to Afghan women at ISWA (Islamic Society of the Washington Area). 

Graphic promoting an Executive Director Spotlight featuring Gerard Etienne and his recent blog.

Executive Director Spotlight: It's Back-to-School for Adult Learners Too

By Gerard Etienne • August 25, 2026
I don’t remember my first day of high school very well, or even my first day in college, but I will never forget my first day of 8th grade or how I felt. My family and I had just arrived in the U.S. in late July, and while I had taken a year of English in the French school system, the only sentence I could say with a degree of confidence was “I don’t speak English”! I was enrolled at St. Michael’s in Silver Spring (a K-8 school that closed in 2012), and on that first day, I went up to the teacher before class started and told him, “I don’t speak English.” He said something back to me, but I didn’t understand what he said, and I went to sit back down. For the rest of that day, and many days after that, I did my best to figure out what to do, where to be, and how to navigate my day-to-day. To do my homework, I first had to use an English-French dictionary to translate it, then switch to a French-English dictionary to translate my thoughts to English.  As difficult as that experience was, I realize that I was very lucky—I was young, I had a strong academic foundation, no financial responsibilities, no one to take care of, and I was immersed in English every day, all of which allowed me to learn the language relatively quickly. The situation for adults is very different. Many, if not most, have families to support, bills to pay, multiple responsibilities to manage, and have limited time to devote to taking English classes, all while navigating an increasingly challenging climate of immigration enforcement and economic uncertainty. Despite these challenges, thousands of adults across Montgomery County have the courage, perseverance, and determination to take classes year after year. They choose to invest in themselves even when doing so means fitting English around work schedules, childcare, transportation, and everything else life demands of them. I had the incredible advantage of being immersed in English every day and having most of my day devoted to learning. Most adults don’t have that luxury. As children go back to school this fall, it is worth remembering that thousands of adults are also heading to the classroom to improve their English, often after a full day of work or caring for their families. Their determination is remarkable and inspiring. We have the responsibility to make sure that every adult who wants to learn English have the opportunity, support, and access to do so.

Executive Director Spotlight: Channeling Frustration into Purpose

By Gerard Etienne • July 23, 2026
Over the past several months, I’ve found myself avoiding the news, not because I don’t care—quite the contrary—but because the sheer volume and constant stream of “bad” news can feel overwhelming. It’s easy to feel exhausted and frustrated by problems that seem far bigger than any one person can solve. When I’m in that place, I try to remind myself that the work that my team and I do every day, the work that the nonprofit community does in MoCo—which is fundamentally about helping others—is a way to combat the harmful impact of what we see happening in the news and in our community. I may not be able to solve every problem or change harmful policies, but I can choose how I respond. I can help a neighbor, donate my time, work for a cause, advocate for someone, or support my community. Those actions may seem small, but I know for a fact that they can matter a great deal to the people receiving them. And I know they mean a great deal to me.  Helping others doesn’t solve everything, nor does it make the world’s problems disappear. But it can help to channel frustration into purpose. Even if we can’t control all that is happening, we can still have a positive impact on the people around us and on our community.

2026 MAACCE Conference

By MCAEL • June 24, 2026
Last month, MCAEL sponsored three adult ESOL professionals from the coalition to attend the Maryland Association for Adult, Community and Continuing Education (MAACCE) 2026 Conference. Centered around the theme, Empowering Communities Through Education: Empowering People Where They Are, the conference brought together adult education professionals from across Maryland for workshops, resource sharing, networking, and professional learning. Anieta from Gaithersburg Beloved Community Initiative (GBCI) particularly enjoyed a session on scenario-based problem solving. The session "emphasized the importance of going beyond grammar and helping students become problem solvers—giving them opportunities to find their voice and advocate for themselves. This is something I am excited to continue building into my classroom." For Tanya from Identity, a standout session was Invisible Luggage: Leading with Emotional Intelligence, Not Emotional Weight. "The workshop emphasized that everyone—clients, teachers, staff—carries some form of emotional baggage, whether it’s a carry-on, a checked bag, or a whole conveyor belt. It began by prompting us to reflect on our own emotional “luggage” with the question: 'What emotional weight are you carrying right now, and has it been making decisions for you without your permission?' The concepts introduced shifted many participants’ perspectives.” Tanya appreciated the reminder that while learners and colleagues may share parts of their stories, much of what they carry remains unseen. The session reinforced the importance of approaching others with empathy and understanding.  MCAEL is grateful for opportunities to support adult ESOL professionals in accessing continuous professional development and bringing back new ideas, resources, and perspectives to their programs and the coalition.