#EnglishLanguageLearners

A compelling Cap Times profile follows a young student who overcame early English-as-a-second-language struggles to gain admission to Harvard University. The narrative emphasizes perseverance, targeted instruction, and the empowering role of writing. While personal, the story reflects the broader journey of English language learners (ELLs) in education systems worldwide, including Thailand.

The graduate-to-be plans to study history, science, and English at Harvard. She describes social stigma and academic hurdles tied to limited English proficiency in her early years. Her progress flowed from dedicated teachers and a personal commitment to writing, which sharpened language skills and helped her interpret her bilingual upbringing. This journey illustrates what can happen when ELLs receive informed instruction, encouragement, and opportunities for self-expression.

In a compelling narrative that is resonating with educators and families worldwide, a recent story from the Cap Times profiles a young student who overcame early struggles with English as a second language to earn admission to Harvard University—a feat achieved through perseverance, strategic educational support, and the transformative power of writing. Her journey, while individual in scope, shines a spotlight on the broader challenges and victories experienced by English language learners (ELLs) in education systems around the world, including in Thailand.