MCAEL Advisory Group Spotlight: Paul Bermingham

January 10, 2022

Tell us a little about yourself and what was your entry point into Adult ESOL

I was born in Ireland, where I qualified as a high-school teacher in 1978. A few years later, I became a member of a team appointed to train accountants in Lesotho, a small country in southern Africa that had recently become independent. For the next two years, I would teach accounting and other subjects in a country where, despite being known internationally as anglophone, English is very much a second-language.


My time in Lesotho was the start of what turned out to be a thirty-year career in development. Much of this was with the World Bank, which is how I came to Washington in 1994. While not working directly on education during these years, I always retained an involvement, and served as a board member of the Rabat American School in Morocco and the Overseas School of Colombo in Sri Lanka when posted to each country. 


Soon after I retired, I had the opportunity to teach ESOL as a volunteer at the Briggs Center for Faith and Action in Bethesda. Now in my fifth year, I enjoy it thoroughly.


Where are you now teaching (at what levels and for which organizations)?

I presently teach a Beginner – High class of ten students. We have four hours of on-line classes each week. I earlier taught at Intermediate – High level for two years. I am also part of a team at Briggs that provides individual support to recent arrivals and refugees, and I am presently teaching two members of an Afghan family that arrived following the US withdrawal in August of 2021. 


What unexpected successes or previously unknown capabilities have you and the learners you serve experienced during the pandemic?

I miss in-person teaching. On the other hand, on-line teaching has forced me to make more, and smarter, use of IT. I’ve been surprised by the wealth of resources available not just to help me to teach, but, more importantly, to help learners to learn. All members of my Beginner class are comfortable with Zoom, our WhatsApp Group, and e-mail. I see great potential for us to make better use of IT to improve the learning experience. 


What role do you play in MAG?

I am presently the chair of the MAG, and serve on the Spring Conference and Learner Leadership committees.


What do you find most rewarding about your work?

I spent half of my professional life working in diverse countries around the world. For much of this time, I was the “new arrival” who spoke the “other language”.  I am now very happy to be able to teach English to new arrivals to the US, and to help them integrate into the community in which I have made my home. 


I still have very warm memories of the first MCAEL course I attended in 2017, “More Learning, Less Teaching”. Putting the learner at the center of what we do is different from the more teacher-centric training I received all those years ago. Not only is it the right thing to do to put the learner first, but I am finding that I, as the instructor, am learning more too. Long may we all continue to keep learning!


What brings you joy outside of your professional life?

I like to read, to cook, and to travel.


Tell us a little about yourself and what was your entry point into Adult ESOL
I was born in Ireland, where I qualified as a high-school teacher in 1978. A few years later, I became a member of a team appointed to train accountants in Lesotho, a small country in southern Africa that had recently become independent. For the next two years, I would teach accounting and other subjects in a country where, despite being known internationally as anglophone, English is very much a second-language.

My time in Lesotho was the start of what turned out to be a thirty-year career in development. Much of this was with the World Bank, which is how I came to Washington in 1994. While not working directly on education during these years, I always retained an involvement, and served as a board member of the Rabat American School in Morocco and the Overseas School of Colombo in Sri Lanka when posted to each country. 

Soon after I retired, I had the opportunity to teach ESOL as a volunteer at the Briggs Center for Faith and Action in Bethesda. Now in my fifth year, I enjoy it thoroughly.

Where are you now teaching (at what levels and for which organizations)?
I presently teach a Beginner – High class of ten students. We have four hours of on-line classes each week. I earlier taught at Intermediate – High level for two years. I am also part of a team at Briggs that provides individual support to recent arrivals and refugees, and I am presently teaching two members of an Afghan family that arrived following the US withdrawal in August of 2021. 

What unexpected successes or previously unknown capabilities have you and the learners you serve experienced during the pandemic?

I miss in-person teaching. On the other hand, on-line teaching has forced me to make more, and smarter, use of IT. I’ve been surprised by the wealth of resources available not just to help me to teach, but, more importantly, to help learners to learn. All members of my Beginner class are comfortable with Zoom, our WhatsApp Group, and e-mail. I see great potential for us to make better use of IT to improve the learning experience. 

What role do you play in MAG?
I am presently the chair of the MAG, and serve on the Spring Conference and Learner Leadership committees.

What do you find most rewarding about your work?
I spent half of my professional life working in diverse countries around the world. For much of this time, I was the “new arrival” who spoke the “other language”.  I am now very happy to be able to teach English to new arrivals to the US, and to help them integrate into the community in which I have made my home. 

I still have very warm memories of the first MCAEL course I attended in 2017, “More Learning, Less Teaching”. Putting the learner at the center of what we do is different from the more teacher-centric training I received all those years ago. Not only is it the right thing to do to put the learner first, but I am finding that I, as the instructor, am learning more too. Long may we all continue to keep learning!

What brings you joy outside of your professional life?
I like to read, to cook, and to travel.
 

Executive Director Spotlight: Where Does Language Fit in Maslow’s Hierarchy of Needs?

By Gerard Etienne • January 21, 2026
Learning English changes lives. You’ll hear me say this over and over again because it’s true. But recently, something occurred to me that illustrates clearly why. A few months ago , I attended an event organized by the City of Rockville and participated in a group discussion with leaders from other organizations. We talked about how challenging it can be to address the needs of the people we collectively serve. I mentioned that needs can vary greatly, based on each person's specific situation (housing instability, childcare, computer literacy, language, and so on) and that sometimes, these needs must be addressed in a particular order, before progress can be made. This instantly reminded me of Maslow’s Hierarchy of Needs – the theory proposed by Abraham Maslow in the 1940s that organizes human needs into five levels. Maslow's model suggests that people must meet lower-level needs before moving on to higher-level ones, starting with basic physiological needs (food, water, shelter), then safety, belonging, esteem, and finally, at the top, self-actualization. As I thought more about it, I realized that without language – without the ability to communicate effectively with those around you – it becomes much harder to move up that pyramid. Take “safety needs,” for example, which includes employment, health, and security: how much harder is it to obtain a well-paying job and financial security, or navigate daily life confidently, without a strong command of the language? Or consider “belonging”: how connected to their community can someone feel if they struggle to communicate with neighbors, teachers, or coworkers? And if these needs are harder to meet, then self-actualization – the top of the pyramid, that sense of fulfillment and purpose that comes from realizing one’s potential – becomes ever further out of reach. This is why learning English changes lives. It opens the door to progress at every level of Maslow’s hierarchy, from meeting basic needs to achieving personal goals and dreams. Without that access, people may struggle to move beyond the lower levels of the pyramid. Of course, there are exceptions – language alone does not define one’s path to fulfillment. But for many, learning English greatly increases their chances of reaching higher, of feeling secure, connected, and empowered.

Executive Director's Spotlight: Fear in Our Community

By Gerard Etienne • November 24, 2025
Recently, a colleague of mine shared a story from one of the ESOL classes he teaches. A learner told him that every time he leaves his home, he looks out of his window to make sure there aren’t any vehicles nearby that might be ICE. Every day, he has to scan for signs of danger before stepping outside. And that’s just one story. I’ve also heard reports that people who are in the US legally, including American citizens, are carrying their documentation with them every day in case they are racially profiled and targeted by ICE agents. This should give everyone pause. Imagine looking out your own window every morning, not to check the weather or to see if the bus is coming, but to make sure it’s safe to go outside. Imagine carrying that fear while trying to earn a living, care for your family, or simply pick up a loaf of bread and some eggs. No one should have to live that way – especially in a community that prides itself on being welcoming and inclusive. Yet for some of our neighbors, this fear has become part of daily life. It shapes whether they go to work, attend classes, or let their children walk to the bus stop. For those of us working in adult ESOL, it’s a reminder that learning English is never just about vocabulary or grammar. It’s about safety, belonging, and the ability to move through the world without fear. When someone decides to come to class, they’re not just learning a language – they’re choosing hope over fear. When we talk about supporting English learners, we’re really talking about supporting our neighbors’ right to live with dignity and to participate fully in community life. We may not be able to change every policy, but we can make sure that every classroom, every program, and every interaction reminds people that they belong and are welcome here.

A Conversation with Hellen Lainez, an Adult ESOL coordinator at CASA.

By Kairy MCAEL • October 1, 2025
Hellen Lainez is the Adult ESOL Coordinator at CASA, where she leads adult English language instructional efforts and conducts community outreach. Her journey with CASA began in high school, when she completed her community service hours with the organization. As an immigrant who arrived in the United States at the age of twelve, Hellen deeply understands the challenges faced by those seeking support at CASA. Motivated by her own experiences and a desire to give back to her community, she returned to CASA to make a meaningful impact. MCAEL: In your opinion, what are some of the biggest barriers immigrants face when it comes to learning English, and how does the “Life Skills ESOL Class” at CASA address those barriers? Education. Education is the biggest barrier faced because back home [their native country], needs are different. Somebody who couldn't attend school, and whose primary language is not Spanish but dialect; specifically, Mum, Quiche, etc. from Latin America, tend to have different needs. The “Life Skills Class” helps people address the requirements of daily life , such as filling out forms, applying for jobs , or even applying for an ID. MCAEL: What kind of feedback do you receive from learners, and how does that feedback influence changes or improvements in the curriculum? Surveys are given at the beginning of class; every learner fills out a form with their “top 3 goals” which is what they hope to achieve by the end. Instructors are then given surveys to ensure the curriculum is aligned with learner goals. There are also student surveys that provide the instructor with feedback on curriculum. MCAEL: What long-term impacts have you seen in learners who complete the “Life Skills ESOL Class” or the “Workforce ESOL program”? Are there any specific areas of their lives that you believe have notably improved because of these classes? Students have been able to get better jobs and have access to more opportunities as a result. One big thing is that learners can participate in community events and specifically are able to learn where they can go for help. MCAEL: What role do you think English language programs play in fostering integration and belonging for immigrants? The "Adult Life Skills" English class is a vital part of fostering integration and a sense of belonging. It equips learners with practical language skills, such as filling out forms, communicating with neighbors, or speaking with a doctor, which are essential for navigating life in the U.S. These skills not only build confidence but also help immigrants develop a sense of belonging. In a challenging political climate, we aim to empower learners to engage fully in their communities. Our English classes are more than language instruction; they are spaces where language becomes a bridge rather than a barrier, connecting learners and making them feel part of a community. MCAEL: What is your most memorable moment/success story from your time working with the “Life Skills ESOL Class” or the “Workforce ESOL program”? We have had students enroll in higher education. We have also had students who end up serving the community, helping others as well because they were once in their shoes. We have had learners who had higher education in their home country but the only thing blocking them was the language -- once they took our classes, they were able to continue where they left off. Someone who never had the opportunity to attend school begins to understand why education is so important. From enrolling in English classes to helping others, we are glad to see a full circle all tying back to CASA. Interview conducted by Kairy Castro Barrios, MCAEL Intern.