Literacy Volunteers of America, Essex & Passaic Counties, NJ Inc.

March 2026

Volume 14, Issue 3

The Insider

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The Insider, the monthly newsletter of LVA Essex & Passaic Counties, will keep you in the loop on all the organization’s upcoming events.

During February, we welcomed Lynn Sternstein, Senior Director of Education & Literacy at Jewish Vocational Service, who helped us understand the difference between immigrants and refugees and how to best support them in a workshop titled “Understanding Refugee Needs.” We are grateful for the time she dedicated to our tutors.

Literacy Volunteers of America Essex & Passaic Counties

90 Broad Street, 2nd Floor, Bloomfield, NJ 07003
(973) 566-6200, ext. 217 or 225

195 Gregory Avenue, 2nd Floor, Passaic, NJ 07055
(973) 470-0039

Cristhian Barcelos        -Executive Director
                                           [email protected]
Jorge Chavez                 -Data Processing Coordinator
                                           [email protected]
Sydnay Eckerling         -Education Coordinator
                                           [email protected]
Valeria Garrido             -Social Media & Newsletter Coordinator
                                           [email protected]
Cheryl Locastro            -Tutor Support Specialist & ESOL Instructor
                                           [email protected]
Marisol Ramirez           -Student Coordinator
                                           [email protected]

Greetings LVA family!

March arrives carrying both tenderness and complexity. For many in our community, this season unfolds against the backdrop of painful events around the world, including conflict, displacement, uncertainty, and loss. Some of these struggles may feel especially close for our refugee and immigrant neighbors, students, tutors, and families. At Literacy Volunteers of America Essex & Passaic Counties, we hold space for that reality with compassion, while continuing to believe in the quiet power of learning, connection, and community.

As winter begins to give way to spring, March also offers signs of renewal. Longer days, new growth, and small moments of warmth can remind us that change is possible, even in difficult times. In classrooms, libraries, and conversation groups, that spirit of renewal is present every day as students build confidence and tutors offer encouragement one lesson at a time. Every page read, every conversation practiced, and every new word learned becomes part of something larger: the rebuilding of confidence, belonging, and possibility.

In this issue, we are honored to share Mayeli’s story as an ESL student and Shari’s story as a dedicated tutor. Each reflects, in a different way, the courage, commitment, and human connection that make our work so meaningful. Their stories remind us that literacy is never only about vocabulary or grammar. It is also about voice, self-expression, opportunity, and the relationships that help people keep moving forward.

We also invite you to read this month’s Featured Story, “Who Are We When We Teach? Why ESOL Educators Need Space to Explore Identity,” which reflects on how educators’ own identities shape more inclusive and engaging learning environments, and why reflection matters in ESOL spaces.

Thank you for being part of this community and for helping make spaces of learning, dignity, and hope possible.

In the News

Copy and paste the highlighted website into an internet search bar to view the following stories.

"Make life harder (and better): Learn another language." NPR. https://bit.ly/3PbPoQV

"N.J. districts adapt to growing numbers of English language learners." NJ.com. https://bit.ly/4bLPAiu

"Journalism as Literacy" Prison Journalism Project. https://bit.ly/4dlfc7a

For Mayelis, learning English is the key to opening better doors. She arrived in the U.S. two and a half years ago from the Dominican Republic, having graduated with a degree in accounting, but with limited English skills. She continues to work hard at becoming more fluent not only to improve job opportunities, but also to make everyday living easier.

Tutor Training Workshops

Online Training, by Jo Krish
Platform: Zoom (sponsored by LNJ)
Mondays and Wednesdays, 6 to 8 pm
June 1, 3, 8, 10 and 15, 2026

Online Training, by Ally Schmidt
Platform: Zoom (sponsored by LNJ)
Tuesdays, 6 to 8 pm
May 19, 26, & June 2, 9 & 16, 2026

Tutor Support Workshops

"LVA’s Approach to Adult Education," with Cristhian Barcelos
Bloomfield Public Library, Little Theater
Tuesday, April 15, 2026, 11 am to 12:30 pm

"AI in Adult Education," with Jeff Arnott
Platform: Google Meet
Monday, March 23, 2026, 3:00 pm – 4:30 pm

Tutor Study Circle
Facilitator: Cheryl Locastro

Thursday, June 11, 2026, at 3pm
(Themed online meeting)

http://www.lvaep.org/workshops.html

Getting to Know Us
Mayelis, LVA student
by Valeria Garrido

When Mayelis talks about learning English, she does not make it sound small. She describes it as a key, something that opens better doors. And after hearing her story, it is easy to understand why.

Mayelis is from the Dominican Republic and has been living in the United States for two and a half years. In her home country, she earned a degree in accounting. She arrived with education, experience, and determination, but like many adult learners, she also arrived knowing that language can shape what becomes possible next.

She learned about Literacy Volunteers by doing what so many new arrivals do: asking people where she could study English. Someone told her there were programs in the libraries, and that search led her to LVAEP. She has now been learning English for a year and a half.

Her reason for studying was clear from the beginning. She wanted better job opportunities, because English is such an important language in the United States. But learning English has also helped her in the rhythm of ordinary life, in daily interactions, routines, and responsibilities. It has made everyday living easier.

Mayelis says the area she most wants to keep improving is communication. She feels shy speaking English and wants to become more fluent. That kind of honesty tells its own story. Many people think progress always looks bold and visible, but often it looks more like this: showing up, continuing, and speaking even when you still feel unsure.

Outside the classroom, Mayelis balances learning English with the many obligations of life. She says it can be difficult to find the time, but with effort, everything can be achieved. Her husband has been her greatest support, encouraging her as she works toward her goals. She also speaks warmly about her teachers, calling them excellent professionals.

When asked what accomplishment makes her proudest, Mayelis does not mention a degree or a job title. She says her greatest achievement is giving her children stability and a good education. In that answer, you can hear the heart of her story.

Learning English is not only about grammar or vocabulary. It is part of a larger act of care, sacrifice, and hope.

She says English has already helped her a lot, and she wants to speak it more fluently so she can take advantage of every opportunity life offers. In her own words, English has been like a key to better doors, an extra power that helps her express herself and understand the world around her. That is the kind of success that keeps growing.

Literacy opens a wide door to life. Help us keep that door open with your donation!

Thanks in large part to you, we can aid hundreds of students each year. Please continue your efforts to improve the lives of others by giving the gift of literacy.

http://www.lvaep.org/donate.html

Who are we when we teach? Why ESOL educators need space to explore identity

The Times Higher Education, February 26, 2026
Written by: Paula Barrowcliffe, University of West Scotland

Who are we when we teach? Why ESOL educators need space to explore identity

The Times Higher Education, February 26, 2026
Written by: Paula Barrowcliffe, University of West Scotland

When we talk about effective teaching, the focus is often on curriculum design, classroom materials and assessment. Much less attention is paid to the role of teaching identity – who we are in the classroom and how that shapes our practice. Yet for educators working in English for Speakers of Other Languages (ESOL), identity can be central to creating inclusive, engaging learning environments.

This was the focus of a workshop I delivered to ESOL practitioners at the National Association for Teaching English and other Community Languages to Adults (NATECLA) Scotland 2025 conference. The aim was to provide a space for practitioners to reflect on their own identities, understand how these currently influence their teaching and explore practical ways that identity-aware reflection can inform language education more broadly. Here, I’ll explore why identity matters in language education and how creating space for reflection can lead to more inclusive, engaging classrooms.

Why identity matters in language education
Our identities are shaped by many factors, including our personal characteristics, our interests, our job and background. They shape how we interact with each other and how people perceive us. Identities are constantly evolving depending on context and experiences.

In language teaching, our identity is closely linked to our teaching “persona” and to the ways we interact with students, colleagues and the broader institution. This matters particularly in ESOL, where learners vary in terms of education level, background and learning goals, and where classes are multilingual in nature. It’s important to understand the ways in which our identities are similar or different to the students’, and which parts of ourselves are worth highlighting to support learning and inclusion.

How ESOL practitioners see themselves
I started the workshop by asking participants to describe themselves as ESOL practitioners in three words and to share it on a Padlet board. This warm-up encouraged immediate reflection on valued aspects of their teaching identities. […]

For the full story, please copy and paste this link into your browser: https://bit.ly/4rzfo68

Student Resources

Learning a new culture is more than studying a language. Tutoring is more than learning techniques. Our “Resources” webpage covers everything from legal matters, health care, & scholarships for immigrants, to professional development for tutors. Give us a look @: http://www.lvaep.org/students.html

Team Spotlight (Cont.)
Shari Fox, Tutor
by Valeria Garrido

When Shari reflects on why she became an LVAEP tutor, she points to someone who shaped her long before she ever stepped into an ESL classroom: her older sister.

A gifted linguist who was fluent in many languages, Shari’s sister began her career in adult ESL and later became Director of K–12 Second Language Programs for the New York City Department of Education. She was widely respected in the field of language acquisition and spoke around the world. Shari admired her deeply. After her sister passed away at the age of 51, Shari carried that example with her and eventually decided she wanted to honor her legacy in a meaningful way.

That path led her to Literacy Volunteers of America Essex and Passaic Counties.

Shari joined LVAEP in July 2024 after years of community involvement centered on education. A graduate of the University of Pennsylvania and Cornell Law School, she practiced corporate law in New York City for 13 years before dedicating much of her time to volunteer service. Over the years, she supported schools, literacy, scholarship work, and local nonprofits in Montclair and Essex County.

She says she had been thinking about LVAEP for a long time. Once she became an empty nester, she felt ready to begin. She had always enjoyed helping with reading and writing in the public schools, and she strongly believed that clear communication is empowering for everyone.

Now, Shari works with five students, and she is especially inspired by those who came to this country without family nearby. Their bravery and commitment to learning English have left a lasting impression on her.

What stands out most to Shari are the moments of connection that happen naturally in class. She loves seeing students explain ideas to one another and offer help. Those moments tell her that her students feel comfortable, supported, and increasingly confident. One especially meaningful moment came when she had to cancel class because she was sick, and a student texted her home remedies to help her feel better. It was a simple act of kindness, but one that reminded her how real the relationships in the classroom can become.

Though she finds lesson planning challenging without a formal teaching background, Shari says the rewards far outweigh the difficulty. Hearing that students found the homework useful or enjoyed the class makes her feel she is helping sustain their dedication and growth.