JAMES J.
Teaching e-folio
BYUN
ABOUT ME > TEACHING PHILOSOPHY
Language is essential to everyday life: words are uttered to convey thoughts, sentences written to capture powerful emotions, speeches delivered to influence nations. And in a world that is increasingly interconnected, where a 140-word tweet can cross oceans in less than a second, knowing more than one language is no longer remarkable but simply the norm. Therefore, it is crucial for language teachers to understand how learners acquire a second language (L2) and to implement proven methods in order to maximize language learning. Whatever their goals – whether it’s to prepare for the TOEFL exam or to improve conversational English for work – students’ needs and tendencies must be taken into consideration. As a teacher, I draw on my personal experience of learning English as a second language (ESL), as well as the pedagogical knowledge acquired through my studies in order to help my students improve their English, so that learning another language is not an onerous task but an enjoyable journey.
By adopting a communicative language teaching (CLT) approach, I hope to promote learning through interaction. Rather than lecturing on how to speak or write English, I believe encouraging students to interact in the target language is far more effective. It may be challenging at times to produce language while learning, but this very practice allows learners to grasp the communicative competence required for fluency. In keeping with the CLT framework, it is important to utilize authentic material in the classroom; this allows for learners to steer away from completing grammar worksheets to producing English in authentic situations. Activities such as role-playing, games, pair and group work can promote the necessary interaction for successful language learning.
Realizing the importance of properly measuring and assessing language learning, I believe it is possible to adhere to the CLT framework for the purposes of second language assessment. Since it is necessary to measure language acquisition or lack of acquisition, I believe a CLT approach to assessment can be applied in the classroom. Instead of administering exams comprised of multiple-choice questions and matching vocabulary words with their respective definitions, exams can include tasks that use authentic material to test for certain language skills. For example, songs and video clips can be played to assess listening and grammar; excerpts from newspaper articles can be used to assess reading and writing; and mock interviews or role-play tasks can be used to assess speaking. Therefore, language learning can be properly in a CLT-setting, and can be much more engaging and effective than traditional methods.
Lastly, it is important to take into account the intrinsic motivation of the learner and to approach language instruction in a way that suits the learner, not the teacher. I believe learners are motivated only if they are challenged and provided with the opportunity to learn. Therefore, it is the job of the teacher to tap into that motivation and help each student realize their potential to acquire the target language. This may be quite difficult, especially in large classrooms, but crafting a flexible lesson plan with the possibility of tailoring specifically to a certain type of student may be quite helpful in the long run. Therefore, teachers must strive to identify all sources of intrinsic motivation and maximize it, always working with the student in mind.
As a teacher, it is crucial to keep the focus on the student. Since students come from all backgrounds and exhibit various tendencies, it can be an overwhelming challenge at times. However, teachers owe it to students to constantly plan the lesson around the student and to apply the most effective pedagogical tools in order to truly aid language learning. This is a never-ending process and one that requires constant learning by the teachers as well.