In a powerful testament to the transformative potential of education and service, graduate students at the School of International Service (SIS) have launched a pilot program designed to support the university’s custodial staff. The program, Liberación Lingüística (Language Liberation), was created by recent graduate Diana as part of a capstone course with SIS professor Nancy Sachs to complete a certificate in Social Innovation. It aims to break down language barriers and foster a greater sense of community and empathy on campus.

Initially envisioning an app to support migrants, Diana pivoted after reflecting on her mother’s experience as a housekeeper. “When I see the custodial staff at AU, I think of my mom,” Diana shared. “I thought, ‘If I want my mom to have access to resources like English classes, why not create opportunities for people like her right here at the university?’” With this deeply personal motivation, Diana spent a semester laying the groundwork through planning and logistics and finalized and presented the report in May 2024.

After graduation, Diana was hired at AU’s Center for Latin American and Latino Studies and collaborated with the Center to continue supporting the program. Two current students in the International Development program, Lorenzo and Maria, were brought on to the project team in fall 2024. Lorenzo joined the initiative as part of his Applied Substantial Research Project (SRP) under Professor Ernesto Castañeda. “Diana laid a strong foundation,” Lorenzo explained. “My focus was on taking the next step: implementing the classes. We conducted a needs assessment 2.0 to refine logistics and officially launched the program on October 25.”

Maria, an international student and Fulbright Scholar, brought a fresh perspective to the project when she started her academic studies. Driven by her passion for education, Maria volunteered to help shape the program. “As a Fulbright Scholar, I feel a responsibility to give back,” Maria said. “This program is not just about teaching English. It’s about creating a safe space where staff feel valued as part of the AU community.”

Classes are held once a week and accommodate staff working the night shift. The program also provides additional resources through a fund supported by a $1,000 mini-grant from another AU office. This funding covers essentials like materials, coffee, and financial assistance for students facing challenges such as citizenship application fees. “This is more than a language class,” Lorenzo emphasized. “It’s about being a resource for these individuals, helping with translation, scheduling appointments, or navigating financial hurdles.”

Despite their differing roles, Diana, Lorenzo, and Maria have all contributed directly to the teaching efforts. “We’ve all gone through training,” Diana shared. “I’ve completed mine, and Lorenzo and Maria are still working on theirs. Maria is particularly enthusiastic about teaching.”

They are in the process of enrolling in a four-week online certificate course Foundations for Adult English for Speakers of Other Languages (ESOL) Instruction offered through the Montgomery Coalition for Adult English Literacy (MCAEL). “Diana and Lorenzo sit with the students, helping out and checking who needs more attention or support. This makes the classroom feel more comfortable for them, so it’s becoming a more familiar space,” adds Maria.

While still in its pilot phase, the initiative has generated significant interest and enthusiasm among participants and organizers alike. Diana, Lorenzo, and Maria hope to expand the program in future semesters to include more staff and offer various language levels. “This initiative is a call to action for the university,” Diana remarked. “Custodial staff are vital to AU’s operations, yet they often feel unseen. This program demonstrates that students care about their well-being and want them to feel like they belong in the AU community.”

When asked about future plans, Diana highlighted her desire to expand the program. “Since this was the first time we were actually offering the classes, I wanted to keep it small—just the three of us—so we could get a feel for how everything works. Now that we have a better understanding of how to run the class, we plan to expand for next semester.” Maria added, “I’m hopeful we can bring in more students to help. I want to make sure they have some sort of training before they start teaching, so they don’t just show up saying, 'I speak English, and I have the knowledge to teach.' It’s important that they have some background or preparation.” The program is looking for collaboration from various university resources—from attempting to integrate it into coursework to partnering with other programs, the World Languages Center, or anyone who wants to help the community and has an interest in language.

The Liberación Lingüística Program exemplifies the power of student leadership to drive meaningful change. By calling attention to and addressing a critical need as well as nurturing a sense of belonging, it paves the way for a stronger and more connected community on campus. Diana, Lorenzo, and Maria aim to expand the initiative to include staff from additional shifts and collaborate with other staff, faculty, or institutions within the university. They are also hopeful that more students will be inspired to volunteer as instructors in the future. Their efforts highlight how investing in staff education not only strengthens community bonds but also empowers valued, yet often overlooked, members of the university. These three members of the SIS community epitomize the ethos of service that is the foundation and the heart of the school.