From Experience to Opportunity: An Internationally Trained Professional’s Journey Through Recredentialing Pathways

Introduction

Moving to the United States meant beginning a new chapter in my life and career. When I arrived in the United States, I quickly realized that having years of education and professional experience did not automatically mean that my qualifications would be understood or recognized in the same way. I had to learn a new education and professional system, understand credential requirements, and find ways to connect my previous experience to opportunities in the U.S.

My journey through Recredentialing Pathways has helped me think differently about this transition—not as starting over, but as finding ways to recognize and connect what I have already learned and accomplished with my future goals.

A Career Built Before Arriving in the U.S.

My professional journey began in Vietnam, where I worked in English education and developed a strong interest in teaching and supporting English language learners. Later, I continued my education and professional career in Thailand, where I taught English and worked with students from diverse linguistic and cultural backgrounds.

My academic background includes a BA in English Education, an MA in TESOL, and a PhD in English Language Studies. Over the years, I gained extensive experience in language teaching, academic writing, research, curriculum development, and mentoring students. For approximately eight years, I supervised MA students in English Language and English Language Teaching in Vietnam and Thailand. Supporting graduate students through research and thesis development was a particularly meaningful part of my career.

What I enjoyed most about my profession was working with learners and seeing their development. Teaching was not only about language; it was also about helping students build confidence, think critically, communicate their ideas, and reach goals that were important to them.

Starting Over: Navigating a New System

Continuing my professional career in Minnesota was one of the biggest challenges of my transition to the United States.

One challenge was understanding a new education and professional system. I had to learn how credentials are evaluated, what qualifications employers expect, and how my previous education and experience connected to U.S. requirements.

Another challenge was being recognized. My international degrees and professional experience represented many years of work, but having international credentials did not automatically mean that employers would understand their equivalency or how they connected to U.S. positions. I had to learn how to present my experience in ways that U.S. institutions could recognize.

I also had to rebuild my professional network. In my previous career, I had established professional relationships and a sense of identity as an educator. In a new country, I had to build those connections again and learn how to translate my skills into a different professional context.

At times, this process was difficult and affected my confidence. I realized that starting a new life in another country can involve much more than finding employment. It can also mean rebuilding your professional identity and learning to see the value of your experience in a new system.

Discovering Recredentialing Pathways

I learned about Recredentialing Pathways through my connections with Adult Education and CareerForce staff at Lincoln Community Center in Mankato. My ABE supervisor Karen Wolters and CareerForce staff helped connect me with this opportunity.

I was contacted by Recredentialing Pathways to discuss my background, education, professional experience, and expectations. Although my Credit for Prior Learning process is still pending, the experience has already encouraged me to look more closely at what I have learned and accomplished throughout my education and career.

For me, Credit for Prior Learning is meaningful because it recognizes that learning does not happen only in a classroom. Internationally trained professionals often bring substantial knowledge, skills, education, training, and professional experience with them. The important question is how those accomplishments can be connected to learning outcomes and requirements in the U.S. context.

The process has also helped me think about my experience in a more organized way. Instead of seeing my international career as something I need to leave behind, I can see it as a foundation that I can build on. My experience at Lincoln Community School was an important part of this process. I first joined the Level 6 ESL class as a student, which gave me the opportunity to experience the Minnesota adult education system from a learner’s perspective. I later became a teaching assistant, where I worked more closely with ESL teachers, staff, and my supervisor and began to better understand how adult education programs operate in the local context.

At the same time, I continued working to have my international academic qualifications recognized in the United States. My MA and PhD degrees were evaluated course-by-course and accepted as equivalent to degrees from regionally accredited institutions of higher education in the United States. This recognition helped me better understand how my previous education could connect to professional opportunities here. Eventually, I was accepted to work as an ABE ESL teacher at Lincoln Community School. Looking back, I see these experiences as connected steps rather than separate events—from being an ESL student, to becoming a teaching assistant, to having my international credentials evaluated, and finally returning to the classroom as an ESL teacher. Each step helped me build on what I had already accomplished while gaining new knowledge, relationships, and experience in the U.S. education system.

Looking Back: Advice for Adult Education Professionals

One of the most important things I would encourage Adult Education professionals to understand is that internationally trained professionals are not starting from zero. They may need to learn a new system, improve their English or digital skills, obtain additional credentials, or gain U.S. work experience, but they already bring valuable knowledge, skills, education, and professional experience.

I encourage educators to ask learners about their previous education and careers rather than focusing only on what they currently lack. Questions about their previous jobs, degrees, training, projects, teaching materials, certifications, and accomplishments can help reveal transferable skills and possible education or career pathways.

It is also important to recognize the emotional side of this transition. Rebuilding a career can be frustrating and sometimes discouraging. Encouragement, clear information, patience, and individualized guidance can make a significant difference.

Sometimes a learner may simply need someone to help them see that their previous experience still has value.

Looking Ahead: Advice for Future Participants

My advice to other internationally trained professionals is to be patient with yourself. Moving to a new country and learning how its education and employment systems work takes time.

Be willing to learn the U.S. system while also recognizing the strengths you already possess. You may need to improve your English or digital skills, earn an additional credential, or gain U.S. work experience. These steps do not erase your previous achievements; they can help connect them to new opportunities.

I also recommend keeping detailed records of your education and professional accomplishments. Save degrees, transcripts, certificates, training records, teaching materials, projects, publications, evaluations, and other evidence of your experience. You may need these documents later when applying for jobs, evaluating credentials, or pursuing additional education.

Most importantly, do not underestimate what you bring with you. Your international experience can be an asset, even when you are still learning how to communicate its value in a new system.

What keeps me motivated is the belief that my professional journey did not end when I moved to the United States. It changed direction. I am continuing to learn, build new connections, and find ways to bring my previous experience into my new professional life.

Closing

Recredentialing is more than a process of evaluating degrees or earning academic credit. For internationally trained professionals, it can be a bridge between the person they were professionally before coming to the United States and the professional future they hope to build here.

My journey is still continuing. I am learning how to navigate a new system while carrying with me the knowledge, skills, relationships, and experiences I developed over many years. Recredentialing Pathways has helped me see that moving forward does not mean leaving my past behind. It means finding ways to connect my past experience with new opportunities.

To hear Linh speak about his experience and learn more about resources for Internationally Trained Professionals, please watch the recording from the ATLAS Monthly Webinar from September titled “Recredentialing Pathways for Internationally Trained Professionals”.