Part II. Statement of Language Teaching Philosophy and Methods
My overarching goal in language teaching is to be someone who can consistently help students communicate inside and outside of the classroom environment. The main core of my language teaching philosophy stems from the experiences I have had in the classroom, my language learning experiences both in and outside of the classroom context, and my experience with language in general. I believe that students learn best when they engage in social interaction and that language should be taught communicatively. I believe that learning is best fostered in a safe, supportive, and encouraging environment. Further, I believe in accommodation for different learning styles and intelligences. These points will be explained and exemplified in the paragraphs below.
I believe all language learners can improve their language skills by interacting communicatively with anyone; however, beginning by first interacting with their peers and teacher is a way to guide them towards this goal. Vygotsky believed “that language develops primarily from social interaction” (cited in Lightbown & Spada, 2013, p. 52). Vygotsky’s concept of the zone of proximal development (ZPD) emphasized the role of an interlocutor in social interaction to push the learner to perform at the next level (Lightbown & Spada, 2013, p. 189). The more competent speaker (generally the teacher or a more advanced peer) provides the less competent speaker with the “interactional framework that the learner can build upon” (Lightbown & Spada, 2013, p. 231).
Social interaction is not just a way for language learners to practice what they are learning, but rather, language learning depends on social interaction for students to be able to develop language (Gass & Selinker, 2001, p. 294). Long (1996) developed the Interaction Hypothesis that captures this notion. When learners are forced to negotiate meaning with the native speaker or more proficient (in the given context) interlocutor, learning can occur. This is because the language learner has to connect both input and output in the conversation to come to a consensus with the other speaker about meaning (cited in Gass & Selinker, 2001, p. 294). In the process of negotiation for meaning, learners recognize when others do not understand what they are saying, thus realizing a gap in their interlanguage that they can then strive to fill. Students often learn new language forms as a result of these moments of meaning negotiation.
In my more recent experiences within the language classroom as a teacher, I have worked more on making this idea come to life. I believe that students should have more interaction with one another, so I make sure my students have many opportunities to interact in the target language with each other and with myself. For example, textbooks often focus on students merely completing exercises one after the other without giving them much time for cooperation or discussion with their peers. Seeing this drawback, I generally have students complete exercises with peers, or have them complete them on their own and then check their answers with a partner or in a small group. When students work together to come up with an answer, they must negotiate for meaning, which this requires them to focus both on the input as well as their own output.
Fostering a classroom where social interaction among students is the main source of communication makes students more likely to hear and use English in a public, low-stress environment. A second important aspect of my teaching philosophy is to create a supportive and encouraging learning environment for my students. Authors Nation & Newton (2009) emphasized the importance of creating low-stress learning experiences for language learners so that students feel more willing to communicate in the new language (p. 22). One way teachers can help students feel less stressed about learning something new is by providing scaffolding. As cited in Levine and McCloskey (2013), Bruner (1976) first used the term scaffolding “to metaphorically describe the temporary, yet essential, nature of the structures that teachers used to support learning” (p.103). Generally, scaffolding allows students to be able to learn a concept or skill with the aide of the teacher and can then recreate the desired outcome later. Some ways scaffolding can be done include making accommodations that may simplify the assignment, providing framework for students on which to complete a task, or supplying an alternative assignment or task for students.
When developing any lesson plan, especially those that introduce new materials or concepts, I scaffold the material so that students may see the correct way something is said or done and can then model their own English skills based upon that. An example of a scaffolding technique I use in my own classroom is the use of sentence frames. For example, if I am teaching students about ways to invite someone to a party, and then how to either accept or decline an invitation, I give them sentence frames that include the structure of the sentence they can use. The students are given multiple frames (more than one way to accept or decline the invitation), and then they can practice these sentences with their peers by talking about parties that they are invited to. When the students have had time to practice using both types of sentences in situations they are all aware of, they then have to make plans with their classmates. The students are told they can only attend one event on any one day, so they must decline some of the invitations. This gives them the opportunity to give reasons for declining, something that is common for native speakers to do in these types of situations
In addition to using scaffolding, I aim to create a supportive and comfortable environment for my students by finding ways to implement materials that connect to students’ cultures and personal preferences. Using materials that directly relate to their lives or their current learning environment makes them more likely to become active in their learning. For example, teaching in a setting like Waikiki gives teachers many opportunities to create lesson plans and activities particular to Hawaiian culture and the islands. For example, when I teach about fables, I talk about different stories that are specific to Hawaiian culture and the island of O‘ahu, and students are able to relate as many of them have visited (or will visit) those locations described in the tale. Another, less specific example could be when I teach prepositions of location, I generally refer to the beach: “We are going to the beach; We were at the beach yesterday; I am sitting on the beach.” When students are learning about the place in which they are studying, they have a stronger desire to learn the language with which they need to communicate. I like to teach students specific vocabulary and conversation strategies for Hawai‘i and Honolulu; this allows students to learn more about the place in which they are studying. For example, if a student asks for directions on the island of Oahu, he or she might be told to go Mauka (toward the mountains) or Makai (toward the sea), Ewa (toward the Ewa Plain) or Diamond Head (toward the crater). This is an example of the survival English that these students need to know in Hawai‘i.
Finally, I believe in the importance of accommodation for different learning styles and intelligences. According to Levine and McCloskey (2013), the classroom should show evidence of the students’ cultures and accommodate different learning styles (p. 34). While creating a permanent environment may not always be possible, I will work to make all students feel welcome and included. The personality and culture of every student will be embraced and celebrated. The learning styles will inevitably be different among students in the classroom, so I cannot assume “that a single teaching method or textbook will suit the needs of all learners” (Lightbown & Spada, 2013, p.139). I will focus on accommodating for both different learning styles (visual, aural, kinesthetic) and multiple intelligences (Gardner, 2000). A very simple example of this is not only to give students written instructions, but to also read them aloud, and then have the students explain the instructions to a partner.
I will consider the ways in which I present the materials or activities based on my students’ personalities and learning styles rather than the way the textbook or teacher guidebook instructs. Choosing a variety of ways to demonstrate the information being taught allows more students opportunity to understand what it is they should be learning or doing. The implementation of differentiated teaching strategies allows students to learn in ways that are best for them and ways that will challenge them. It would be extremely idealistic to think that I would be able to differentiate every activity for every learning ability and level, but it is important that I make sure to accommodate for students as often as I can.
An example of my implementation of strategies and activities to reach more students is to use hands-on projects in the classroom (project-based learning). Additionally, the use of music and video can add to learning. I want my classroom to be filled with varied types of content and materials available. Further, I will use feedback and assessment daily, in various forms, to make sure my students are learning and progressing. Feedback and assessment should not just be used to scrutinize and test students, but also to see if what I am doing is working or not. If something is not working, it should be changed. Education is not about the teacher; it is about what the students can take away every day. Assessment can be done in a variety of ways to accommodate different learning styles. For example, an assessment to check for understanding of a particular verb tense can be done in various ways, like with writing or speaking assessments.
In summary, my teaching philosophy revolves around three key ideas: applying communicative language teaching, creating a supportive and encouraging learning environment, and accommodating for different learning styles and intelligences. I will work towards realizing each of those in my own teaching each day, and by continuing to learn and grow as an educator, I believe I can create the kind of classroom I have described above. Ultimately, I hope that I can help students learn and grow in their language education.
I believe all language learners can improve their language skills by interacting communicatively with anyone; however, beginning by first interacting with their peers and teacher is a way to guide them towards this goal. Vygotsky believed “that language develops primarily from social interaction” (cited in Lightbown & Spada, 2013, p. 52). Vygotsky’s concept of the zone of proximal development (ZPD) emphasized the role of an interlocutor in social interaction to push the learner to perform at the next level (Lightbown & Spada, 2013, p. 189). The more competent speaker (generally the teacher or a more advanced peer) provides the less competent speaker with the “interactional framework that the learner can build upon” (Lightbown & Spada, 2013, p. 231).
Social interaction is not just a way for language learners to practice what they are learning, but rather, language learning depends on social interaction for students to be able to develop language (Gass & Selinker, 2001, p. 294). Long (1996) developed the Interaction Hypothesis that captures this notion. When learners are forced to negotiate meaning with the native speaker or more proficient (in the given context) interlocutor, learning can occur. This is because the language learner has to connect both input and output in the conversation to come to a consensus with the other speaker about meaning (cited in Gass & Selinker, 2001, p. 294). In the process of negotiation for meaning, learners recognize when others do not understand what they are saying, thus realizing a gap in their interlanguage that they can then strive to fill. Students often learn new language forms as a result of these moments of meaning negotiation.
In my more recent experiences within the language classroom as a teacher, I have worked more on making this idea come to life. I believe that students should have more interaction with one another, so I make sure my students have many opportunities to interact in the target language with each other and with myself. For example, textbooks often focus on students merely completing exercises one after the other without giving them much time for cooperation or discussion with their peers. Seeing this drawback, I generally have students complete exercises with peers, or have them complete them on their own and then check their answers with a partner or in a small group. When students work together to come up with an answer, they must negotiate for meaning, which this requires them to focus both on the input as well as their own output.
Fostering a classroom where social interaction among students is the main source of communication makes students more likely to hear and use English in a public, low-stress environment. A second important aspect of my teaching philosophy is to create a supportive and encouraging learning environment for my students. Authors Nation & Newton (2009) emphasized the importance of creating low-stress learning experiences for language learners so that students feel more willing to communicate in the new language (p. 22). One way teachers can help students feel less stressed about learning something new is by providing scaffolding. As cited in Levine and McCloskey (2013), Bruner (1976) first used the term scaffolding “to metaphorically describe the temporary, yet essential, nature of the structures that teachers used to support learning” (p.103). Generally, scaffolding allows students to be able to learn a concept or skill with the aide of the teacher and can then recreate the desired outcome later. Some ways scaffolding can be done include making accommodations that may simplify the assignment, providing framework for students on which to complete a task, or supplying an alternative assignment or task for students.
When developing any lesson plan, especially those that introduce new materials or concepts, I scaffold the material so that students may see the correct way something is said or done and can then model their own English skills based upon that. An example of a scaffolding technique I use in my own classroom is the use of sentence frames. For example, if I am teaching students about ways to invite someone to a party, and then how to either accept or decline an invitation, I give them sentence frames that include the structure of the sentence they can use. The students are given multiple frames (more than one way to accept or decline the invitation), and then they can practice these sentences with their peers by talking about parties that they are invited to. When the students have had time to practice using both types of sentences in situations they are all aware of, they then have to make plans with their classmates. The students are told they can only attend one event on any one day, so they must decline some of the invitations. This gives them the opportunity to give reasons for declining, something that is common for native speakers to do in these types of situations
In addition to using scaffolding, I aim to create a supportive and comfortable environment for my students by finding ways to implement materials that connect to students’ cultures and personal preferences. Using materials that directly relate to their lives or their current learning environment makes them more likely to become active in their learning. For example, teaching in a setting like Waikiki gives teachers many opportunities to create lesson plans and activities particular to Hawaiian culture and the islands. For example, when I teach about fables, I talk about different stories that are specific to Hawaiian culture and the island of O‘ahu, and students are able to relate as many of them have visited (or will visit) those locations described in the tale. Another, less specific example could be when I teach prepositions of location, I generally refer to the beach: “We are going to the beach; We were at the beach yesterday; I am sitting on the beach.” When students are learning about the place in which they are studying, they have a stronger desire to learn the language with which they need to communicate. I like to teach students specific vocabulary and conversation strategies for Hawai‘i and Honolulu; this allows students to learn more about the place in which they are studying. For example, if a student asks for directions on the island of Oahu, he or she might be told to go Mauka (toward the mountains) or Makai (toward the sea), Ewa (toward the Ewa Plain) or Diamond Head (toward the crater). This is an example of the survival English that these students need to know in Hawai‘i.
Finally, I believe in the importance of accommodation for different learning styles and intelligences. According to Levine and McCloskey (2013), the classroom should show evidence of the students’ cultures and accommodate different learning styles (p. 34). While creating a permanent environment may not always be possible, I will work to make all students feel welcome and included. The personality and culture of every student will be embraced and celebrated. The learning styles will inevitably be different among students in the classroom, so I cannot assume “that a single teaching method or textbook will suit the needs of all learners” (Lightbown & Spada, 2013, p.139). I will focus on accommodating for both different learning styles (visual, aural, kinesthetic) and multiple intelligences (Gardner, 2000). A very simple example of this is not only to give students written instructions, but to also read them aloud, and then have the students explain the instructions to a partner.
I will consider the ways in which I present the materials or activities based on my students’ personalities and learning styles rather than the way the textbook or teacher guidebook instructs. Choosing a variety of ways to demonstrate the information being taught allows more students opportunity to understand what it is they should be learning or doing. The implementation of differentiated teaching strategies allows students to learn in ways that are best for them and ways that will challenge them. It would be extremely idealistic to think that I would be able to differentiate every activity for every learning ability and level, but it is important that I make sure to accommodate for students as often as I can.
An example of my implementation of strategies and activities to reach more students is to use hands-on projects in the classroom (project-based learning). Additionally, the use of music and video can add to learning. I want my classroom to be filled with varied types of content and materials available. Further, I will use feedback and assessment daily, in various forms, to make sure my students are learning and progressing. Feedback and assessment should not just be used to scrutinize and test students, but also to see if what I am doing is working or not. If something is not working, it should be changed. Education is not about the teacher; it is about what the students can take away every day. Assessment can be done in a variety of ways to accommodate different learning styles. For example, an assessment to check for understanding of a particular verb tense can be done in various ways, like with writing or speaking assessments.
In summary, my teaching philosophy revolves around three key ideas: applying communicative language teaching, creating a supportive and encouraging learning environment, and accommodating for different learning styles and intelligences. I will work towards realizing each of those in my own teaching each day, and by continuing to learn and grow as an educator, I believe I can create the kind of classroom I have described above. Ultimately, I hope that I can help students learn and grow in their language education.
References
Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
Gass, S. & Selinker, L. (2001). Second language acquisition: An introductory course. (2nd ed.) London, England: Lawrence Erlbaum Associates, Inc.
Levine, L. & McCloskey, M. (2013). Teaching English language and content in mainstream classes: One class, many paths. (2nd ed.) Boston, MA: Pearson Longman.
Lightbown, P. M. & Spada, N. (2013). How languages are learned. (4th ed.) (eBook retrieved from iTunes). Oxford, England: Oxford University Press.
Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
Richard-Amato, M. (2010). Making it happen: From interactive to participatory language teaching: Evolving theory and practice. (4th ed.) White Plains, NY: Pearson Longman.
Gass, S. & Selinker, L. (2001). Second language acquisition: An introductory course. (2nd ed.) London, England: Lawrence Erlbaum Associates, Inc.
Levine, L. & McCloskey, M. (2013). Teaching English language and content in mainstream classes: One class, many paths. (2nd ed.) Boston, MA: Pearson Longman.
Lightbown, P. M. & Spada, N. (2013). How languages are learned. (4th ed.) (eBook retrieved from iTunes). Oxford, England: Oxford University Press.
Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
Richard-Amato, M. (2010). Making it happen: From interactive to participatory language teaching: Evolving theory and practice. (4th ed.) White Plains, NY: Pearson Longman.