Growing up in the quiet town that shaped her childhood, Ms. Axelle Napala always imagined her future would be rooted in the familiar, a classroom in the Philippines, young learners, and a career that mirrored that of her educator-parents. Reserved, soft-spoken, and often described as sheltered, she never saw herself stepping too far from what was expected of her.
But life has its way of opening doors, especially for those willing to walk through them.
Today, Axelle stands in a multilingual classroom in France, guiding students of different nationalities through the complexities of the English language. Her path from a shy BEED student at Southern Leyte State University Tomas Oppus Campus to an English teacher in Europe is a story of courage, discomfort, and redefining one’s own limits.
For many aspiring Filipino teachers, France feels distant, beautiful, but intimidating. Axelle quickly learned that the country’s education system draws a clear line. Foreigners cannot work in French public schools unless they are naturally born French.
“It was the first hurdle,” she recalled during the interview conducted by Dr. Leslie Elisa Cobilla, Dr. Melbert Hungo, and Ms. Ma. Jovillea Palanca, supported by the rest of the BEED faculty namely Dr. Stella Marie Consul, Mr. Nonilon Consul, Dr. Claire B. Goda, Ms. Cheryliza Luzon, and Dr. Norla Grace Betarmos. “You cannot work in public school in France unless you are naturally born French. And so what I did was I tried to find multisensory or bilingual schools.”
The application process mirrored the system she knew back home, interviews, demo lessons, lesson plan submissions, and performance-based evaluations.
But there was a twist.
“In the Philippines, your eligibility and academic credentials, like having a master’s degree, give you points,” she explained. “I wouldn’t say it’s easier, but it’s slightly different. Here, it’s more focused on how you actually handle the class.”
Her demo teaching was less about credentials and more about communication, connection, and adaptability. These skills would later become the backbone of her teaching journey in France.
The biggest adjustment?
“The language,” she said instantly.
Though English is taught from an early age, many locals prefer to use French in daily life. Even colleagues who understood English hesitated to use it, worried their expression was “not good enough.”
“I had to switch from English to French constantly, professionally and personally,” Axelle shared. “In my high school job before, only one colleague spoke English. Everything else, from meetings to grading discussions, was in French.”
But language was not the only cultural shift. Students in France are boldly expressive.
Unlike many Filipino learners who tend to be reserved, French students openly share their opinions, sometimes passionately.
“They’re independent. They’re vocal. They’re curious, even blunt,” she laughed. “I had to adjust not just my strategies, but my expectations.”
One stark difference stood out. The French curriculum is purely academic.
No Nutrition Month.
No Buwan ng Wika.
No school-wide thematic celebrations.
“It can feel quite monotonous,” she admitted. “In the Philippines, we create spaces for culture, creativity, and talent. Those activities make learning alive.”
Thankfully, her school gave her the freedom to innovate. She introduced English-speaking clubs, cultural parties, and activities blending language learning with cultural exposure. Next year, her class will celebrate Chinese New Year, merging culture and language in meaningful ways.
“It’s less boring,” she smiled, “and more meaningful for the kids.”
When asked what success means to her now, Axelle did not mention promotions, salary, or prestige.
“To me, success is growth, personal and professional,” she reflected. “Seeing my students thrive, knowing I’ve been part of their learning journey, and watching their English improve by the end of the year, that’s success for me.”
Her voice softened when she spoke about the past.
“I’m proud that I did not hinder myself from doing all those things. I was shy, protected, reserved. People had expectations, especially because my parents were educators. But I stepped out of my comfort zone and carved my own path.”
Her journey, from SIAP Vietnam to France, was guided by a simple reminder she encountered abroad. “You are your only limit.”
It stayed with her, pushing her beyond borders and self-doubt.
Axelle shares this advice with future educators.
“Whenever an opportunity arises, grab it. Don’t doubt your capabilities. Stay curious, stay open-minded, and remember that your career is a journey, not a race.”
Her story is more than a tale of teaching abroad. It is a Christmas success story of resilience, courage, and faith in oneself.
From campus dreamer to global educator in France, Axelle proves that success is not a destination, but a continuous unfolding, shaped by risks taken, cultures embraced, and lives touched.
Her journey continues to inspire many, especially those who once walked beside her in the halls of Southern Leyte State University Tomas Oppus Campus. The entire BEED community proudly celebrates her achievement, expressing deep pride in how far she has come.
Their pride reflects not only Axelle’s success, but also the hope that her story will inspire future educators to dream boldly and step beyond what they once thought possible.
(Note: Interview conducted by Ms. Shanneah Necessito, Educators Club representative, together with writer contributors Ms. Kathlene Signar, Ms. Margie Cambalon, Ms. Karen Cervantes, and Ms. Ronamie Dantes. Under the guidance of Dr. Leslie Elisa Cobilla and reviewed by Mr. Jayson Orais. Videographer: Mr. Rodrigo Goles Jr. and Ms. Ronielyn Banque.)
