Teaching priorities
Inclusive instruction
I design learning experiences that can flex to different levels, backgrounds, and learner needs without lowering expectations.
Practical communication
I prioritize speaking, listening, and real-world language use so students can transfer classroom learning into daily life.
Assessment literacy
I use performance-based tasks, clear criteria, and feedback processes that help students understand their progress.
Long-term impact
My broader goal is to support stronger curriculum design, teacher development, and language education systems in Mongolia.
Professional profile
I am an English language educator with over nine years of experience working with diverse learners across both international and U.S.-based contexts. My teaching journey began in Mongolia, where I worked with children and students from various backgrounds, building a strong foundation in student-centered teaching and meaningful language use.
I also volunteered to teach English and cultural classes for special education students, which strengthened my ability to adapt instruction and support learners with diverse needs.
I completed a Master’s degree in TESOL at Brigham Young University, where I developed advanced expertise in second language acquisition, communicative language teaching, and proficiency-based instruction aligned with ACTFL guidelines. During my graduate studies, I taught and supported courses at the English Language Center, working with learners across multiple proficiency levels, including beginner, intermediate, and academic listening and speaking courses.
This experience allowed me to refine my ability to design lessons that promote real-world communication, academic success, and student engagement. My professional practice includes designing and implementing lessons that integrate authentic materials such as academic lectures, short videos, and interactive speaking tasks. I have also created student-centered projects, including speaking presentations, voice-over assignments, and digital media tasks, to encourage creativity, critical thinking, and confident language use.
In addition, I have developed strong skills in assessment design, including creating proficiency-based speaking and writing tasks and participating in rating and calibration processes to ensure reliability and fairness. My graduate training also strengthened my abilities in curriculum design, materials development, and the integration of technology to support effective and engaging language learning.
Looking forward, my professional goal is to help transform English language education in Mongolia by moving away from memorization-based approaches toward more communicative, student-centered, and skill-based teaching practices.
Education
2026
Master’s Degree in TESOL, Brigham Young University
2012
Bachelor of Education, University of Humanities, Mongolia
Specialization in English Language Teaching and Translation
GPA: 3.5/4.0
Teaching experience
2021-2024 | Infinite Direction English Academy, Darkhan, Mongolia
- Differentiated instruction to accommodate diverse learner needs and expand access to learning opportunities.
- Assisted in the development of college and career readiness programs.
- Built strong relationships with parents and guardians through open communication about student progress.
- Used visual aids and hands-on activities to strengthen comprehension.
- Supported struggling students through targeted interventions.
2016-2019 | Mongol Bileg Oyun School, Ulaanbaatar, Mongolia
- Collaborated with colleagues to develop interdisciplinary curriculum.
- Led after-school tutoring and enrichment sessions.
- Served as an advisor for extracurricular activities.
- Promoted a positive classroom climate grounded in empathy, respect, and active listening.
- Planned dynamic lessons to improve comprehension of books and literary concepts.
- Participated in department meetings to update course curricula.
2011-2012 | Victory Zone Language Center, Darkhan, Mongolia
- Completed an internship as a teaching assistant and English teacher intern.
- Provided constructive feedback on assignments to support speaking development.
- Prepared quizzes, tests, and examinations to monitor student learning.