Statement of Teaching Philosophy
I believe that teaching English requires more than simply the ability to speak the language. My MA TESOL training has given me the pedagogical framework to understand learners, their language needs, and how to teach them effectively so that they can reach their language goals with confidence. This paper outlines my teaching philosophy for ESL/EFL education.
Language brings people together in community. It allows us to contribute our thoughts and ourselves to the world around us. The ability to communicate through language is at the core of being human (Peckham, 2011, p. 10). Developing communicative competence in a foreign language is a challenging goal, but it is a worthwhile effort that can be achieved with patience, focus and fortitude. Languages are complicated structures, with meaning, sounds, signs, symbols, social construction, and individual expression (Peckham, 2011, p. 15). In order to successfully teach second language learners and help them achieve their goals, it is important to understand their unique wiring and background, as well as the principles and processes involved in second language acquisition.
I believe that qualities of a good language teacher include a blend of technical skills, pedagogical skills, interpersonal skills and personal qualities (Brown, 2007, p. 491). Good language teachers exhibit a strong understanding of the English language system, and have the training and pedagogical skills to create an effective learning environment for students of various personalities, learning styles, cultures and backgrounds. They should be well-prepared, organized and intentional in their lesson and curriculum choices. As a teacher, I see my role as more than one who imparts knowledge; I am also a coach, motivator, facilitator, classroom manager, and fellow learner. By preparing well for my students—with lessons that are focused, creative, engaging, dynamic, relevant, and communicative—I hope to set an example for them to work hard and actively pursue their language goals.
A successful language program begins with clear goals, attention to student needs, and a pedagogically-sound strategy to sustain and achieve these elements. Ideally, program and course goals should work toward communicative competence using what Nation (2008) calls a balance of four strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. My curriculum preferences align most closely with Communicative Language Teaching (CLT) and Task-Based Learning. In my teaching approach, I strive for lessons that are learner-centered, communicative, use authentic English, are culturally appropriate, and integrate meaningful content. I think that specific focus throughout the program should be given to the development of vocabulary, integrating it with grammar and skill-based classes. Educational impact is strongest when administrators and teachers in the program are adequately trained and current with ELT research, materials, teaching methods, and technology. I think that teacher evaluations are helpful to encourage excellence and effectiveness in the classroom.
Pedagogically, my main goals for students are two-fold: to experience authentic language use and to become autonomous language learners beyond the classroom.
I agree with Brown (2007) that course goals should drive the lesson, not materials or textbooks (p. 157). I want my students to be able to understand and use authentic English for a variety of meaningful purposes; so I plan lessons that emphasize language in context, with practice activities that balance form and function, fluency and accuracy. Supplementing textbook materials with realia, picture files and technology is a great way to expose students to authentic language in context. To build confidence and experience, I incorporate projects such as interviews, games and engaging research topics to encourage out-of-class interaction with native English speakers.
To develop autonomous learners, I believe that strategy training, awareness-raising activities, and discussion about “good language learner” behavior (Brown, 2007) give students important tools to keep pursuing their language education on their own.
Different contexts require different uses of words, phrases and different forms of delivery. I believe that language teaching and learning need to be contextualized and authentic, which is why it is so important for students to understand the form, meaning, and use of language. Language practice and production should be authentic and context-specific, reflecting the situations and contexts in which students intend to participate. Students need the vocabulary, language skills and cultural skills that will help them function effectively, confidently and appropriately in their anticipated community.
Learning a language is more than an academic effort; it is a holistic experience, requiring deep strength, courage and perseverance at the core of the learner. I believe that when inhibitions are lowered through enjoyable, interesting and meaningful language lessons; when students are given freedom to risk and play with language as they develop fluency; when they are encouraged in their strengths; when they are equipped with strategies and tools for success; and when they see progress as a result of their efforts, then they begin to develop the inner drive to keep learning on their own. Ultimately, my vision is to develop students to become autonomous, motivated, strategic, competent speakers of English.
References
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Longman.
Nation, I. S. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle.
Peckham, L. (Ed.) (2011). Talk spring 2011. Course notes for ISAL 520 Introduction to Language and Linguistics, Biola University, La Mirada, CA.
Language brings people together in community. It allows us to contribute our thoughts and ourselves to the world around us. The ability to communicate through language is at the core of being human (Peckham, 2011, p. 10). Developing communicative competence in a foreign language is a challenging goal, but it is a worthwhile effort that can be achieved with patience, focus and fortitude. Languages are complicated structures, with meaning, sounds, signs, symbols, social construction, and individual expression (Peckham, 2011, p. 15). In order to successfully teach second language learners and help them achieve their goals, it is important to understand their unique wiring and background, as well as the principles and processes involved in second language acquisition.
I believe that qualities of a good language teacher include a blend of technical skills, pedagogical skills, interpersonal skills and personal qualities (Brown, 2007, p. 491). Good language teachers exhibit a strong understanding of the English language system, and have the training and pedagogical skills to create an effective learning environment for students of various personalities, learning styles, cultures and backgrounds. They should be well-prepared, organized and intentional in their lesson and curriculum choices. As a teacher, I see my role as more than one who imparts knowledge; I am also a coach, motivator, facilitator, classroom manager, and fellow learner. By preparing well for my students—with lessons that are focused, creative, engaging, dynamic, relevant, and communicative—I hope to set an example for them to work hard and actively pursue their language goals.
A successful language program begins with clear goals, attention to student needs, and a pedagogically-sound strategy to sustain and achieve these elements. Ideally, program and course goals should work toward communicative competence using what Nation (2008) calls a balance of four strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. My curriculum preferences align most closely with Communicative Language Teaching (CLT) and Task-Based Learning. In my teaching approach, I strive for lessons that are learner-centered, communicative, use authentic English, are culturally appropriate, and integrate meaningful content. I think that specific focus throughout the program should be given to the development of vocabulary, integrating it with grammar and skill-based classes. Educational impact is strongest when administrators and teachers in the program are adequately trained and current with ELT research, materials, teaching methods, and technology. I think that teacher evaluations are helpful to encourage excellence and effectiveness in the classroom.
Pedagogically, my main goals for students are two-fold: to experience authentic language use and to become autonomous language learners beyond the classroom.
I agree with Brown (2007) that course goals should drive the lesson, not materials or textbooks (p. 157). I want my students to be able to understand and use authentic English for a variety of meaningful purposes; so I plan lessons that emphasize language in context, with practice activities that balance form and function, fluency and accuracy. Supplementing textbook materials with realia, picture files and technology is a great way to expose students to authentic language in context. To build confidence and experience, I incorporate projects such as interviews, games and engaging research topics to encourage out-of-class interaction with native English speakers.
To develop autonomous learners, I believe that strategy training, awareness-raising activities, and discussion about “good language learner” behavior (Brown, 2007) give students important tools to keep pursuing their language education on their own.
Different contexts require different uses of words, phrases and different forms of delivery. I believe that language teaching and learning need to be contextualized and authentic, which is why it is so important for students to understand the form, meaning, and use of language. Language practice and production should be authentic and context-specific, reflecting the situations and contexts in which students intend to participate. Students need the vocabulary, language skills and cultural skills that will help them function effectively, confidently and appropriately in their anticipated community.
Learning a language is more than an academic effort; it is a holistic experience, requiring deep strength, courage and perseverance at the core of the learner. I believe that when inhibitions are lowered through enjoyable, interesting and meaningful language lessons; when students are given freedom to risk and play with language as they develop fluency; when they are encouraged in their strengths; when they are equipped with strategies and tools for success; and when they see progress as a result of their efforts, then they begin to develop the inner drive to keep learning on their own. Ultimately, my vision is to develop students to become autonomous, motivated, strategic, competent speakers of English.
References
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Longman.
Nation, I. S. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle.
Peckham, L. (Ed.) (2011). Talk spring 2011. Course notes for ISAL 520 Introduction to Language and Linguistics, Biola University, La Mirada, CA.