I have the best job in the world...I do something I enjoy and have the possibility to do something positive for the people I teach.”
Donzilia Soares grew up on the island of Santo Antao, Cabo Verde. The island is approximately 27-miles long and 15-miles wide and is described as having “stunning mountainous regions, beautiful vistas, and many hiking trails.” How Soares got from Santo Antao to Bridgewater is a story of focus and determination.
Soares knew from a very early age she wanted to teach – not only as a fulfilling profession for herself, but also to give back to her country. Her biggest challenge: extreme shyness. Undeterred, she pursued her goal with steadfast resolve.
Fast forward.
After earning her bachelor’s degree from Uni-CV in 2011, she set her sights on obtaining a master’s degree, which would allow her to teach at the university level. When she learned about the opportunity to study at Bridgewater, she applied and was accepted. Tamping down her shyness, she ramped up her courage, set out for America, and hasn’t looked back.
At the risk of oversimplifying her many-sided journey, Soares earned two degrees at Bridgewater – a master’s degree in pre-K-12 education in 2014, and a second degree in Professional Leadership. Upon her return to Cabo Verde, she secured a position teaching English to pre-service students Uni-CV.
How did Soares’ ɫƵ experience influence her?
Soares described her Bridgewater experience as “enlightening, eye-opening, and exciting.
“What really impressed me at Bridgewater was the way my professors taught,” she said. “The way classes were organized. The way my professors interacted with me. And the freedom I had to interact with them. They were all super supportive and available.”
Soares credits Bridgewater with not only teaching methodology, but also with modeling the importance of creating relationships with students.
“Bridgewater helped me to negotiate with my students. To understand they also have a voice,” she said. “At Bridgewater, I learned my responsibility as a teacher is to learn different things about my students and try to meet the needs of each.
“Bridgewater has had a lasting effect on me and is a huge part of the professional I am today and what I do. I am very grateful.”
What was Soares’ professional trajectory post ɫƵ?
Soares returned to Cabo Verde with her master’s in Pre-K – 12 and a second master’s in professional leadership, both from Bridgewater. She quickly secured a position teaching English to pre-service students at Uni-CV.
“Today, I teach a writing class for English majors, and a writing class in English for specific purposes,” she said, meaning, for example, teaching English for psychology or medical students.
“I have the best job in the world,” she said. “I do something I enjoy and have the possibility to do something positive for the people I teach.”
Director of the Dana Mohler-Faria English Language Institute, Uni-CV
After several years teaching, Soares’ professional trajectory propelled her into the position of director of the Dana Mohler-Faria English Language Institute at Uni-CV. She continues to teach part time.
The main goal of the Dana Mohler-Faria English Language Institute "is to promote the English language through a number of activities including, among other things, book clubs, social media, and organized workshops."
Professor of English, English Language Learning School (ELL), Cabo Verde
Soares also teaches at the English Language Learning (ELL) School, founded by her colleague Professor Zita Mendes G'13. “Our goal is to offer the best service we can and to continue to contribute for the best of our country,” said Soares.
At the ELL school, unlike other schools which cater only to adult learners, students as young as four-years old also attend classes.
Candidate for her Ph. D
In her “spare time,” Soares pursued her Ph.D in teaching language. Her thesis project involved developing a professional development model for teachers already in the classroom.
“My question was, ‘How can we offer professional development for in-service teachers?’ Because, basically, teachers graduate, and they start teaching,” said Soares. “We do not have a framework for professional development.
“So, I looked for effective teaching practices and worked with English teachers in the community. My Ph.D focused on creating a professional development model designed not only to help teachers to continuously improve, but also that could be applied across the country.
“We are well on the way to doing our best to help with the development of our country through language.”
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