In English, the characters gather in a classroom with a shared goal: to pass the Test of English as a Foreign Language, or TOEFL. While this shared objective unites them, it is their individual motivations that drive the heart of the story. Each student’s reason for being there reflects not just practical ambition but also deeper emotional, cultural, and existential needs. The play focuses on these personal journeys, showing how language becomes more than a tool for communication—it represents their desire for belonging, survival, opportunity, and connection. English is an ensemble piece where the narrative unfolds through the complexities of each character’s path, making their personal struggles as vital as the collective goal of passing the test. Bound by the strict rule of “English only” in the classroom, the stakes take on a deeper shape than just proficiency of language. As journalist Tim Bano notes in an interview in The Financial Times with playwright Sanaz Toossi, “for these characters,” learning a second language is not a means to ordering coffee on holiday. Their lives depend on it."
What are the individual obstacles of the characters in this particular classroom, and how do they confront the challenges of language, identity, and circumstance in their pursuit of a better future?
The cast of ENGLISH in the 2022 production. From left, Tala Ash as Elham; Hadi Tabbel as Omid; Ave as Goli; Marjan Neshat as Marjan; and Pooya Mohseni as Roya.
Photo by Ahron R. Foster.MARJAN
In the prologue of English, Marjan, the teacher and guide for both the audience and her students, is the one who introduces the class by writing “TOEFL: Test of English as a Foreign Language” on the chalkboard in “lovely handwriting.” This directive reflects not only her responsibility to teach the mechanics of the language but also that there is an implicit expectation for non-native speakers to adapt to new cultural and linguistic norms. As an Iranian teacher of English who has spent time abroad and has returned home for reasons she does not share in the play, Marjan inhabits a complicated space that creates conflict with some of her students
This scenario reflects challenges faced by non-native English teachers in real-world Teaching English as a Foreign Language, or TEFL, classrooms. As the TEFL Institute of Boston explains, many non-native teachers encounter misconceptions and stereotypes, such as the notion that they are less qualified than native English speakers. However, research supports the opposite: non-native teachers often excel in understanding the challenges of learning English and can offer unique insights into the process that native teachers may overlook. These teachers' lived experiences of learning English as a second language allows them to empathize with their students and address linguistic struggles more effectively.
Marjan’s own relationship with English is rooted in perseverance. She has fought through linguistic challenges to discover a voice she describes as “one that you love.” Her hope is to pass this sense of accomplishment and personal growth on to her students, showing them that learning a language is about more than mastering grammar and vocabulary—it is also about negotiating identity and belonging. Marjan sees her role as not only an instructor but a mentor who can walk alongside her students, offering guidance from a place of shared experience. In this way, she is more than just a teacher; she becomes a bridge, helping her students navigate both the language and the cultural integration it demands even if it doesn’t align with each students’ journey.
ELHAM
Elham has been accepted into medical school in Australia after excelling in the MCAT (Medical College Admission Test), yet she must pass the TOEFL to secure a position as a Teaching Assistant. While her intelligence is evident, she faces a significant internal struggle in articulating her thoughts in English. Despite her capabilities, she has failed the TOEFL five times and often reverts to her native language, Farsi, especially in moments of tension, despite the strict “English Only” policy established in the classroom.
Elham’s conflict highlights the disconnect between intellectual ability and language proficiency. Although she possesses the intelligence and knowledge to succeed, standardized tests like the TOEFL present a formidable barrier by measuring her skills in a language in which she struggles to express herself fully. Research by Afrooz Rezaee and Alireza Ahmadi suggests that "emotional intelligence plays a significant role in all cognitive and psychological aspects of foreign language learning." For Elham, the frustration lies not in a lack of understanding, but in the emotional and psychological weight of proving her competence in a non-native language. Every failed attempt chips away at her confidence, intensifying her internal conflict and making it harder to show what she knows. The stakes are high: passing the TOEFL represents validation of her worth and intellect. Elham’s journey reflects how emotional resilience is as essential as academic knowledge in mastering a second language.
ROYA
Roya is in the classroom to learn English so she can communicate with her granddaughter, Claire, who lives in Canada with Roya’s son and daughter-in-law. As a member of an older generation, Roya aims to bridge the gap and connect with Claire through language, even if she struggles to understand the reasons behind her desire. This deeply personal motivation for learning highlights that the pressure for assimilation extends beyond professional advancement; it is also about staying connected with future generations of one’s own family.
Roya expresses her frustrations about this generational divide and the distance from her family while leaving a voicemail for her son: “Why you give my granddaughter name I cannot say? Families aren’t meant to live this way. Call me. I need to buy my ticket. I am sorry to speak Farsi.” Marjan tries to encourage Roya early on in the play assuring her and observing, “What a gift you are giving this girl: learning a new language so that you can know her fully.”
These sentiments reflect a universal struggle among immigrants to maintain familial bonds while navigating new cultural landscapes. As Roya strives to learn English, she embodies the emotional weight of her journey—an endeavor fueled not just by the desire to communicate, but by the necessity of preserving her connection to her family.
OMID
Omid, the only male in the class, is nearly fluent in English, with just a trace of an accent. His enrollment in the course goes beyond mastering a language; he is preparing for his green card interview in Dubai and as Roya points out, “They’re harder on men. With visas and green cards. We all know that.” Omid’s journey reflects the heightened scrutiny that men, particularly from Middle Eastern countries, often face in immigration processes.
Research from Migration Policy Institute (MPI) shows that male immigrants from regions perceived as high-security risks are subject to increased vetting procedures, delays, and denials during visa and green card applications. Studies indicate that visa denials for men can be 1.5 times higher, depending on the applicant’s nationality and age. Additionally, policies such as “extreme vetting” disproportionately affect men, increasing the emotional burden and uncertainty surrounding their immigration status.
Omid’s near-fluency in English is a crucial part of his strategy, but the stakes are high—failure could delay or deny him access to the opportunities he seeks. His story illustrates the intersection of language acquisition and the systemic challenges faced by male immigrants, where mastering English becomes not just a practical necessity but a survival tool.
GOLI
Goli, the youngest member of the class, approaches English with a unique blend of practicality and joy, viewing her language learning as both enjoyable and enriching. Her fascination with English is characterized by a sense of fluidity; she engages with the language out of curiosity and enthusiasm rather than necessity, contrasting sharply with the more specific motivations of her classmates.
GOLI. I like English very much. When I am little, I like English. I want to speak English. Before I speak Farsi good, I know I want to speak English.
MARJAN. What do you like about it?
GOLI. English does not want to be poetry like Farsi. It is like some rice. English is the rice. You take some rice and you make the rice whatever you want. It tries not- What is the word for goes to bottom of water?
MARJAN. Sink.
GOLI. Thank you. Yes. English. English does not try to sink or get out of water. English it stays on top of water…it only wants to [bob on the water; stay afloat]
MARJAN. I couldn’t agree with you more.
Goli’s perspective shows a natural and organic relationship with learning a new language, emphasizing creativity and adaptability over rigid structures. Her enthusiasm and desire for exploring English is a beautiful contrast to the higher stakes of the other characters in the classroom.
BEYOND THE ENGLISH CLASSROOM
Each student’s desire to learn English reflects not just personal goals but larger global realities—migration, displacement, economic survival, in addition to their intrinsic longing for freedom and self-discovery. Their individual journeys reveal how mastering language becomes essential to navigating complex social, cultural, and institutional landscapes. Marjan’s classroom is a microcosm of the world, where language is not merely a subject to be learned but a tool that carries emotional and existential weight. Ultimately, English demonstrates that the struggle to learn a language is also a struggle of identity, belonging, and opportunity. It shows how mastering a new tongue offers not only the practical means to engage with the world but also the freedom to reimagine oneself beyond borders and cultural limitations.
References
Bano, Tim. “Writer Sanaz Toossi on Bringing ‘English’ to Britain: ‘It’s a Play Born of Rage.’” Financial Times. 24 Apr. 2024.
Callan, Emily Kendall. “U.S. Consulate Denied My Immigrant Visa: What Now?” www.alllaw.com, 6 June 2024.
Malik, Shilpa. “Green Card Denial: What Next? | Reasons, Appeals, and Motions.” VisaNation Law Group, 10 Oct. 2023.
Rezaee, Afrooz, and Alireza Ahmadi. “The Relationship between Emotional Intelligence, Test-Taking Strategies, and Language Proficiency among the Iranian EFL Learners.” English Language Teaching, vol. 7, no. 4, 2014, pp. 93-109.
Schwartz, Alexandra. “Shifting Identities in Sanaz Toossi's English.” The New Yorker, 28 Feb. 2022.
Ruiz Soto, Ariel G., et al. “Charting a New Regional Course of Action: The Complex Motivations and Costs of Central American Migration.” www.migrationpolicy.org, Migration Policy Institute, Nov. 2021.
Smith, Scott Myers. The Protagonist’s Journey: An Introduction to Character-Driven Screenwriting and Storytelling. 1st ed., Michael Wiese Productions, 2022.
Sullivan, Ian. “TEFL Certification for Non-Native Speakers: Your Path to Teaching Success.” TEFL Institute Boston, 21 Sept. 2023.
Toossi, Sanaz. English. Theatre Communications Group, 2020.