WLC Alumni

Learn more about our graduates and where their WLC training has taken them

WLC Alumni Stories

Department of World Languages and Cultures (WLC) students bring their proficiencies in language and culture to a host of opportunities. Our students have gone into many different fields including education, law, law enforcement, entertainment, hospitality, non-profit management, localization, translation, interpretation, programm

Brooke Banuelos, JLC, 2023

Brooke Banuelos completed her degree in Japanese Language and Culture and her capstone project, entitled 人種と民族のアイデンティティに関する日米大学生の見解 | “The American and Japanese College Student’s Perception on Racial & Ethnic Identities” under advisors Dr. Yoshiko Saito-Abbott and Dr. Shigeko Sekine and completed with her project partner Valerie Chanthaluxay, was recognized as the outstanding Japanese Capstone Project in 2023.

Brooke reports that she has taken a position at the Japanese American National Museum (JANM) in Los Angeles, working with donors, clients, festivals, and events. “The mission of the Japanese American National Museum is to promote understanding and appreciation of America’s ethnic and cultural diversity by sharing the Japanese American experience. As the national repository of Japanese American history, JANM creates groundbreaking historical and art exhibitions, educational public programs, award-winning documentaries, and innovative curriculum that illuminate the stories and the rich cultural heritage of people of Japanese ancestry in the United States. JANM also speaks out when diversity, individual dignity, and social justice are undermined, vigilantly sharing the hard-fought lessons accrued from this history. Its underlying purpose is to transform lives, create a more just America and, ultimately, a better world.”

What a great connection between a capstone project leading to working with ethnicity, identity, and promoting intercultural understanding.

おめでとうブルック Congratulations, Brooke!

Alyssa Davis JLC 2021

As I am writing this, it has been four years since I have graduated from California State University Monterey Bay (CSUMB). It has been a very busy four years, full of change and struggles, but most of all, growth. Young me, who began to study Japanese to fulfill the California State education requirements, would never have imagined that I would move on to major in Japanese Language and Culture at CSUMB, work as an ALT in the JET Program for three years, or even study Japanese with Stanford University's IUC 10-Month Program.

I chose to pursue my passion of learning Japanese, despite the doubts and concerns of those around me. Their apprehension was that I might be limiting myself career-wise. Rather, I find that in this period of intercultural communication and globalization, the opportunities are countless if you are open and tenacious in your pursuit.

Thanks to the help and guidance of my professors at CSUMB, I was able to become a JET Program participant. The JET Program has a saying that is both incredibly frustrating but undeniably accurate. That is “Every situation is different.” It does not matter if you are located in the same prefecture/city as others or not, each person's experience is as unique and intricate as a snowflake.

To many, an ALT is a temporary existence and can evoke nervousness due to the language barrier. It takes some patience, a positive attitude, and persistence on the ALTs part, but eventually you can build a number of wonderful relationships and memories. I was incredibly lucky to have met a number of wonderful locals who took me under their wings and supported me as I adjusted to that new lifestyle.

Moreover, teaching English to Elementary and Junior High schoolers has a degree of mundaneness that stems from the never-ending repetition of foreign language lessons. However, through involving myself in school activities outside the classroom (volleyball club, chats with students in the library, various school events like the music and sports festival, local community activities such as kimono classes and weekly meetings to speak English with locals, volunteer coaching activities etc.), I was able to build a connection with my students and colleagues. I cherish the time I had on the JET program, and I am grateful I was able to check off all of my goals: learn to be independent, improve my conversational Japanese, and become a member of a community.

Once I felt that I had completed my objectives from my JET program experience, I began to consider my options for the next chapter. I want to continue to work in and with Japan, so improving my Japanese even further is a requirement. I talked with an upperclassman of mine from CSUMB, who was the first person from my school to be accepted into this 10-month program. He gave me great advice and told me how studying Japanese with IUC opened many doors for him. I am incredibly blessed to have been accepted into the program and am currently finishing my first semester of classes. My Japanese ability has been poked, prodded, and exposed in a number of ways, making me realize many of the small nuances of the language I never had before. In just 2 months, I feel that I have improved a great amount, and am excited to continue to improve even more over the next 8 months.

Studying a different language and living in a different country changes you. You need to be willing to accept, adapt, and change yourself, but also not be disheartened by the vulnerability that comes with lack of understanding or ability. Though it has only been a short time since my graduation, I feel that I have learned so much thanks to my time with CSUMB, the JET Program, and IUC. Hopes for the future are only as limited as you allow them to be, so I am excited to see what opportunities I will have from here on.

Congratulations to Davis (JLC '21) accepted to ICU Japanese language program

Alyssa Davis, JLC '21, was accepted into and has begun study in the Stanford University Inter-University Center (IUC) for Japanese Language Studies 10-month program of intensive Japanese language study located in Yokohama, Japan.

Davis joins Nicholas McCullough, JLC '19, as the second CSUMB student to be accepted into this competitive program.

Lucas Bugarín, SLHC 2022

Since graduating from the Spanish major, I returned almost immediately to CSUMB to start my graduate studies for my MA in Education and Single Subject Credential in Spanish. I am currently conducting my student teaching at Salinas High School where I co-teach Spanish II and AP Spanish Language & Culture. My training in undergrad took me out of my comfort zone by taking risks in critical thinking and by embracing individuality. I felt constantly supported throughout the program which taught me the importance of embracing my inner pochismo. Moving forward, I aspire for my own students to reflect on what makes them who they are and I am thankful that I got to have that experience for myself through the program.

Nicholas McCullough, JLC 2019

My name is Nicholas McCullough, and I graduated with a B.A. in Japanese Language and Culture in Spring of 2019 from CSUMB. I currently work as a civil servant for the city of Matsue in Shimane, Japan. More specifically, I work at Matsue’s city hall in the International Tourism Division as a Coordinator for International Relations (CIR).

As a CIR, I often find myself doing the followings tasks: translating, interpreting, video editing, giving presentations to the local community, creating and appearing in tourism promotional material, and participating in cultural exchange events. No one day of work is ever the same for me. Somedays I am largely away from the office acting as an interpreter, doing video shoots for our Youtube Channel, or visiting an elementary school to interact with the local children. On other days I will be at the office working on a translation assignment, editing the previously mentioned videos, or interpreting for a foreign resident at the city hall’s main building. There is never really a dull moment.

I applied for this position through the JET Programme, which is well known for hiring assistant language teachers to help teach English in Japan. For those possibly interested in applying to be a CIR, there are a number of criteria that can help strengthen your application: having passed N2 or N1 of the JLPT, having experience living abroad (not limited to only Japan), having worked, volunteered, or grown-up in a culturally diverse setting, and last but not least being able to speak Japanese at a proficient level.

Being able to affordably study abroad in Japan for 1 year through the WLC was undoubtedly the biggest factor that led me to eventually work here in Japan. It was also the Japanese language education that I received from 2016-2020 through the WLC and the Inter-University Center for Japanese Language Studies that pushed me to take and pass both the JLPT N2 in 2018 and JLPT N1 in 2020 respectively. On top of that, the lessons I learned from working with children in an educational setting through WLC’s service learning I apply whenever I make school visits and interact with the local children. Also, because of the nature of my work, I continue learning and making new realizations about Japanese Culture every single day. Still, the fundamental knowledge I acquired from the Japanese Culture courses at CSUMB became a solid foundation from which I continue to build.

As a few pieces of advice, first and foremost, I encourage everyone to study what interests them because you never really know exactly where it will apply or how far it will take you. Also, for those of you beginning to study a 2nd or 3rd language as an adult, please don’t let your age become a deterrent. I started studying Japanese at the age of 20, and now I am 27 with a job where translating and interpreting is just par for the course. If I can do it, so can you. 頑張ってください！

Adolfo González, SLHC 2018

After my graduation from CSUMB, I started work as a Spanish and English instructor with FIELD in Greenfield, CA. FIELD is a program that focuses on adult farmworker students who pursue an education and obtain their GED, equivalent to High School Diploma. Thanks to the Spanish degree, the knowledge and skills acquired in the School of Word Languages and Cultures at CSUMB, I obtained a better job and improve my living condition for me and my family.

A few months later, I left my job for my mother's health matters and now I currently work as a private tutor with adult students from my community. I can proudly say that thanks to the School of World Languages and Cultures of CSUMB, I have the necessary tools to perform in many areas of work related to Spanish.

One of the challenges I faced was my age and lack of English proficiency, but thanks to the CSUMB professors, I was able to overcome it successfully. All the classes and professors positively influenced my career, but the class I enjoyed the most was “Writing and Composition” taught by Dr. Oliva. Thanks to this class, I have finished writing my autobiography that hopefully will go to press in 2022.

I strongly recommend the School of World Languages and Cultures at CSUMB! With the guidance of experienced professors, students will obtain the ability to communicate with Spanish speakers and learn a lot about Hispanic cultures. Not only that, students will get the knowledge and priceless tools to work in the global market of the 21st century, especially in the Spanish language area.

More about Adolfo

Adolfo González continues to be a role model after his graduation. His story was picked up by local, national and international press, and he was celebrated by the Monterey County Supervisors through the proclamation of Adolfo González Day. His story was also the center of a podcast from the UCLA Labor Center which we shared on Twitter in 2019.

Adolfo González and Anne Fountain, Ph.D., discussed Indigenous America in our Community and in the Spanish Classroom at the Sixth Annual Festival of Languages, Cultures, and Ideas on Thursday, April 11, 2024. Adolfo discussed excerpts from his recent publication. View the recording.

Paul Tabag, WLC 2007

WLC: Please, introduce yourself.
PT: I’m Paul Tabag. World Languages and Cultures major. 2007. I work in sales development at Audible Magic.
WLC: Please tell us how you got the current position and what you actually do.
PT: I started off my career after working and living in Japan for serval years and I was contracted by Google to be the main account manager for all Japanese TV networks and stakeholders for Google Play in Japan. It was there I quickly found a passion for business development and driving new business by building personal relationships. I soon became the team lead for all account managers at Google and lead three teams in three different continents. Throughout my career, I’ve been able to cultivate multi-million-dollar relationships including NBC, FOX, BBC, Disney, etc. and I was able to launch Google Play in Australia and expand coverage in Europe.
WLC: Tell us about what you enjoy about the job and the challenges you may experience.
PT: My present job has provided me with a wonderful opportunity to learn about sales and business development. I enjoy this job because every day presents a different agenda and a new challenge. When you are reaching out to people you’ve never met before, the best feeling is when you find their pain point – a problem that you can solve for them. The goal for me is to find what their pain points are – and see if it aligns with how I can help them. If I can get through to them and have a good conversation, we can set an appointment for our field reps. That’s the best feeling and my favorite part. Challenges I face would be spending a lot of time prospecting — the success of the entire sales process relies on high-quality leads. The problem is, finding high-quality prospects has always been a challenge. And can waste a full day looking for the right person to contact.
WLC: Tell us how your experience as a WLC major at CSUMB may have helped you to prepare for your career.
PT: My time at CSUMB as a WLC major has prepared me to work directly with and in tangent with Japanese businesses and colleagues. My career has needed experience in working with Japan because business culture is different. CSUMB offered me the opportunity to study abroad and live with a Japanese host family for one year and that experience got me to where I am today.
WLC: Could you briefly share any advice for existing majors/our future graduates?
PT: Take risks when applying to jobs because I never thought I would work at Google with a Japanese language degree. Don’t let imposter syndrome get you down when looking for a career to utilize your Japanese degree and use your connections to introduce you to new opportunities.

Kenny Sabatte, JLC 2020

After I left WLC. I was offered an opportunity to work in sales at a gym, as well as at Harley-Davidson and Indian Motorcycle, specializing in working with Hispanic clientele. In 2020, I began substitute teaching along with the pandemic, hoping that Zoom teaching would someday come to an end and I could teach face-to-face. I never saw myself teaching Spanish through a screen, but as soon as COVID ended, I started looking into starting my career. I am currently in my second year as a teacher at Monte Vista Christian Middle School. I teach 6th and 7th grade Spanish and develop my own IB curriculum. Thank you, CSUMB, especially the Spanish department, for sticking with my almost 5-year journey.

Nery González, SLHC, 2020

¡Hola! My name is Nery González. I graduated with a B. A. in Spanish Languages and Cultures from California State University Monterey Bay in the Spring of 2020. I am currently an M.A Spanish graduate student at San José State University. I am also a Teachers's Associate there and teach Elementary Spanish.

As a graduate student, I was invited to apply to the Teachers Associate of Spanish program. To apply for the program, I had to be in good standing as a graduate student, get references from my major advisors, and write a personal statement of why I would like to teach Spanish. As a Teacher Associate, I am an active instructor. I organize and create lesson plans to facilitate the learning and acquisition of Spanish as a second language. I try to create interactive authentic material to engage the students so that they can communicate effectively in the target language. In addition, I also do administrative tasks such as grading, evaluations, and have office hours to be able to assist my students.

What I enjoy most about being a teacher is getting to interact with students with an array of different backgrounds and learning styles. It interests me to learn that many students are eager to learn Spanish because they know it is beneficial to them to their professional goals. What I find challenging at times as a teacher is getting the students to ask questions during class. Sometimes it can be intimidating to ask a question for clarification but overall students need to ask so that the instructor can facilitate the learning process. Another challenge I have encountered during these times of COVID-19 is how to use technology to teach a language. I taught Spanish virtually and synchronously, and although I am a very energetic person, it was tough to fully engage with the students. However, to create a comfortable space I would utilize breakout rooms in ZOOM so that the students could work with their classmates on an activity and then share with the class as a whole so that I could check for understating and give feedback. One tool I enjoy using so that the students cant interact in writing with their classmates is Jamboard. A way I could review vocabulary and make it engaging is using Kahoot. Overall the use of technology in the classroom whether it is in person or online can be challenging but it does help students to produce the target language.

I enjoyed being a WLC student at CSUMB because it prepared me and challenged me to be where I am today. During my studies, I would volunteer at the department events to not only learn about the importance of world languages but to also engage with all the professors and my classmates. I remember I volunteered at the Language Capital of the World Cultural Festival in Monterey, and along with my classmates we conducted mini-lessons in Spanish to facilitate language acquisition. In addition, the workshops and activities in the Festival of Languages, Cultures, and Ideas were interesting not only to learn about the Spanish language and Spanish cultures but also the Japanese language and culture. I was also able to participate in the UROC program where I got introduced to the process of how to do undergraduate research which prepared me for my Capstone project. Last but not least the Capstone project was a great experience as I was able to further investigate some topics that I became interested in because of my major courses. The capstone project prepared me to feel more comfortable with graduate school writing and research.

I genuinely enjoyed all my major courses, however, there was one course that was eye-opening and transformed my life. In the course SPAN 330: Hispanic Testimonials, I was able to learn about the testimonial literature genre from the 20th century in Latin America and recognize political and historical movements that are connected to issues of social justice and how they affected the voice of those marginalized in society based on race/ethnicity, socioeconomic status, and gender. Overall, this course helped me focus on my new graduate research focused on Pandemic Testimonies, a work in process.

To conclude, some advice I can give to current and future students is to get involved in the WLC activities, which will help to engage with the faculty and open your minds to an array of ideas. I had the privilege to be part of the Spanish club, it was a wonderful experience to promote the importance of the Spanish language and Hispanic cultures if possible, get involved with research as a graduate student, research is very important so if you get to practice during your undergraduate education take advantage of it. Another piece of advice I can give is to try to get a minor. As a student of Mexican Heritage, I identified with my Spanish Chicano literature courses and decided to pursue a minor in Chicano Studies. Lastly, do not be afraid to ask for help. The School of World Languages and Cultures has great people to help you succeed. Never leave with doubt and if you have a concern, speak up. I cannot emphasize how honored I am of being able to be part of this program and this school. I am grateful to all the professors and staff for their unconditional support during my time there.

Alisha Romano, JLC, 2020

After graduating from the WLC department in 2020, I went to the University of South Florida to pursue my Masters in Women's and Gender Studies. During my time there I was able to work as a graduate assistant and develop units for the introductory course. While I worked at USF I was able to teach students about Japanese feminist practices and histories. I graduated with my Masters in 2022 and wanted to be able to continue teaching students about Japan, so I applied to teach at CSUMB in the WLC department. I am now working in the department and furthering my students' knowledge about Japan and Japanese culture as well as Japanese feminism. I am really enjoying being able to tie together my two degrees in ways that aid my students' learning.

Francisco Lopez-Ruelas, WLC 2010

Hello, My name is Francisco Lopez-Ruelas. I am a World Languages & Cultures major graduate from CSUMB, class of 2010. I currently work for the International School of Monterey where I serve as a Spanish teacher. Additionally, I am the school's Induction coach for teacher candidates in the Induction Program for the Monterey County Office of Education.

I obtained my current position after completing my teaching credential program at CSUMB. I currently teach early elementary Spanish, as well as develop curriculum for the Spanish department.

What I enjoy about teaching is that I am able to apply a program of instruction that targets specific learning outcomes tied to student learning needs and the school curriculum. Additionally, I am able to identify each student's learning style and abilities, and knowledge and skills in relation to the curriculum and learning outcomes.

My experience as a WLC major at CSUMB helped me prepare for my career by learning the language, learning through the language, and learning about the language. I was able to learn Spanish in academic and social/informal settings by interacting with professors and classmates of various Spanish-speaking backgrounds. I was able to learn about Latinx culture through the language via the courses taught. I was able to learn about Spanish through effective, rigorous linguistic courses. All of these experiences better prepared me for my career in Spanish teaching.

My advice for existing majors/future graduates is to take advantage of as many language and cultural courses and experiences as possible while still in school. Each course offers a unique learning experience and is truly beneficial as you prepare for your career.

Chelsea Yamada, JLC 2020

WLC: Please introduce yourself.

CY: My name is Chelsea Yamada. I transferred to CSUMB in 2017 and I graduated in 2020 from the World Languages and Cultures department with a Bachelor of Arts in Japanese Language and Culture. I currently work for the Shimonoseki Board of Education in Yamaguchi, Japan with the JET program as an Assistant Language Teacher (ALT).

WLC: Please tell us how you got the current position, any relevant details on qualifications for the position, and perhaps what you actually do.

CY: Leveraging my experiences at CSUMB and with lots of support from the faculty, I was able to successfully apply, interview, and be hired by the JET program. I primarily work in elementary schools with 3rd and 4th grade classes. As an ALT, I work alongside homeroom teachers to facilitate English classes. Some teachers stick to the textbook curriculum, but other teachers look forward to adding different learning games and activities with my help. Because English curriculum has recently been added to 3rd and 4th grade classrooms, many homeroom teachers do not speak English or are not confident with their English ability. The level of Japanese I attained through my major has helped me communicate and work effectively with the teachers. Also, the service learning class I took as part of my major requirement was influential in providing teaching experience, and I think about the principles I learned as I plan lessons and activities for my students now. Specifically, the time it takes to do an activity, various activities using the same vocabulary to reinforce learning, and the importance of simple clear instructions.

WLC: Tell us about what you enjoy about the job and the challenges you may experience.

CY: I enjoy being immersed in Japanese culture, especially school culture and learning about a different education style for my job. Because I speak Japanese, even the smaller children know that they can talk with me in Japanese until they work up the courage to practice English. I’m pretty much the most popular person at school wherever I go. The children practice saying “Hello” when I pass them in the hallways and, as I walk around school, often scream, “Ah, it’s Chelsea sensei!” before running up to me to practice speaking English.

WLC: Tell us how your experience as a WLC major at CSUMB may have helped you to prepare for your career

CY: While I may not necessarily pursue a career in education, I want to continue using the Japanese language and my understanding of Japanese culture to build a career where I can utilize both. I feel that my experiences as a WLC major have prepared me to work in a variety of fields. When I first returned to college, I planned to work in the field of localization as a project manager at a software company. My options have since opened to teaching, graduate school, state department jobs, NPOs, social media, and the tourist industry among many others that I am considering.

WLC: What was your favorite/transformative class at CSUMB?

CY: JAPN 301 was my first language class at CSUMB, while I was nervous to have so many presentations and never felt prepared, it helped prepare me for studying abroad and my capstone, senior presentation. I realized I could get a message across using what I knew even if I forgot what I had prepared in my script. This is a key skill in real life communication.

WLC: Could you briefly share any advice for existing majors/our future graduates?

CY: Never stop being curious; never stop learning.

Ruth Hurtado, SLHC 2019

My name is Ruth Hurtado. I was a Spanish Language and Hispanic Culture at California State University, Monterey Bay (CSUMB). I graduated in Spring 2019. I am currently an Alder Resident at Alder Graduate School of Education in partnership with Monterey Peninsula Unified School District. The Alder Residency Program is an accelerated graduate program where one can obtain their Master’s Degree and Teaching Credential within a year. I got my current position through my previous employer at Monterey Peninsula Unified School District as a Program Leader. Some qualifications that you need to become an Alder Resident is to have a Bachelor’s Degree and pass the California Basic Education Skills Test (CBEST) and the California Subject Examinations for Teachers (CSETs). As a part of the Alder Residency Program, I am a student teacher at Seaside High School. I am placed in a classroom with a Spanish teacher participating in hands-on teaching. As well as attending classes to obtain my Master’s Degree. Something I enjoy about my Residency Program is the relationships that I am building with the students and getting the opportunity to get experience in the classroom. A challenge that I am juggling is trying to manage my classwork with the lesson planning and grading that comes with the Student Teaching aspect of the program. The WLC major at CSUMB helped me prepare for my career by offering courses that help in preparation for the CSET, but due to the new legislation from the California Commission for Teaching Credential, I no longer had to take the exams due to the classes that I took for the Spanish Language and Hispanic Culture major. My favorite course that I took while at CSUMB was Spanish 301: Comp/Oral Practice. I really enjoyed this class because I was able to bring out my creative side when we got the opportunities to write poems and short stories. Some advice that I would give existing majors/ future graduates is to have fun while taking the courses and that one never stops learning. No matter if you are enrolled in school or not, every moment is a learning opportunity.

Brian Chávez Bolaños, SLHC 2020

After graduating from CSUMB, I joined the Spanish M.A. program at SJSU. There, I learned more about Spanish linguistics, literature and Hispanic/Latin American cultures. During my last year at SJSU, I became a Spanish Teacher Associate (TA) due to my academic knowledge and my previous tutoring experience at Hartnell College. As a TA, I taught two sections of SPAN 1B (one in-person and the other online) and one section of SPAN 1A. These courses were primarily focused on Spanish learners. Undoubtedly, being a TA at SJSU confirmed my passion to be a Spanish educator.

My time at CSUMB helped me significantly to prepare for my career. First, I acquired more knowledge of Spanish linguistics and literature, which has helped me to be confident while teaching. For instance, in SPAN 395: Spanish Applied Linguistics, I learned about essential elements of Spanish linguistics such as second language acquisition, the teaching and learning of languages, pragmatics, and sociolinguistic variation. In general, the main focus was on teaching Spanish as a second language, since most of the students will be dedicated to education. Personally, this class trained me to be a Spanish professor, since the lessons, workshops, papers, and discussions related the linguistic theories of learning a second language to real-life situations.

Then, after graduating from SJSU with a Spanish M.A. and having one year of teaching experience at this institution, as well as five years of tutoring in Spanish in Hartnell College, I applied to CSUMB and Hartnell College to become a Spanish professor. My dream became a reality. I was accepted in both academic institutions. I was returning, to CSUMB and Hartnell College, this time not as a student, but as a professor. On Fall 2022, I am teaching two sections of SPAN 340: Spanish for the Professions and one section of SPAN 350: World Languages and Cultures - Spanish. In Hartnell College, I am teaching SPAN 2S: Elementary Spanish for Spanish Speakers and SPAN 3S: Intermediate Spanish for Spanish Speakers.

So far, I continue to be in love with my profession. It is so inspiring to see students committed and motivated to learn more about the Spanish language and Spanish-speaking cultures. This is my first semester at CSUMB, but I am completely sure that I would love to teach for many years at this amazing academic institution.

Kiara Yvonne McLaurin, JLC 2016

After I graduated in 2016, I went on to work in Tottori Prefecture for three years as an Assistant Language Teacher via the JET Programme. There I worked at one junior high school and five elementary schools. After working in Japan I moved to Missouri at the start of the pandemic and worked in childcare for two years. I worked with infants, taught kindergarten, and ran an afterschool program for elementary students. This past July I returned to CSUMB to pursue my Masters in Education and credential in Secondary Education to become a Japanese high school teacher. I am enjoying my classes and learning a lot at my field placement. I am excited to share my experiences as a person of color learning a second language with my students.

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