TEACHING PHILOSOPHY

TEACHING PHILOSOPHY 10

TEACHINGPHILOSOPHY

Teachingphilosophy

Themodern universe is increasingly globalized, which results in manypeople from different cultures and backgrounds to interact on acomprehensive scale. In such a global economy, the significance oflearning a second language becomes highly beneficial to the peoplethat are multilingual. Learning a second language such as Englishhelps the learner massively in understanding and navigating throughvarious cultures and societies. People who are bilingual ormultilingual are advantaged because they can communicate acrosscultures, work, and conduct businesses in different regions on theearth planet. Thus, having an understanding of a second languagehelps one to address people of various cultures such as customers ina language that they comprehend best and which they are mostconfident and comfortable communicating. The diversity, which wewitness in the globe daily, emphasizes on the Importance of learninga second language in the modern society. It is also important tolearn a second language because it stimulates creativity and enhancesbrain function. This is because when a person learns a new languagethey start viewing and comprehending the universe from a differentperspective. Thus, learning English as a second language (ESL) canbenefit an individual because English is the globe’s widely spokenlanguage at the moment. Many people around the globe speak English asa second language in greater numbers even surpassing those that useEnglish as a first language. A teaching method involves the techniquein which a language is usually taught based on systematic proceduresand principles. When teaching (ESL), methods such as theGrammar-Translation Method, the Direct Method and the naturalapproach methods are among the techniques used to teach students.Although learning a second different language can be challenging, itis important because it equips and permits a person to communicateacross cultures as well as empowers them to comprehend theperspectives of others in society.

LearningESL is a massive tool to any individual to any person in the modernsociety. This is because English is the gateway to a universe ofknowledge, culture, commerce and partaking in the internationalconversation. A person can learn English using computer programs,taking classes, using audio tapes, and immersion among others. Thus,a learner needs to select a technique that suits them throughself-understanding and insight. Teaching ESL is a significant task,which generate several rewards. For instance, as an apprentice aimingto become an ESL teacher I value the feeling of pride, which I wouldacquire for making a difference in the lives as my students as themain reward. I also intend to acquire my reward by making acontribution to the global community by adding a new English languagespeaker in the world hence increasing interactivity among people ofdifferent cultures and backgrounds. As a former second languagelearner, I have tremendous experience on how a better teachingphilosophy can help improve a learner’s proficiency. While was anESL I used to study English while emphasizing on the grammar andtranslation. During my time, I never put any emphasis oncommunication, which was highly challenging to my education. Theapproach, I used to learn English had numerous flaws since it did nothelp me to become fluent of acquiring proficiency. In my country oforigin, Arabic is the national language and mother tongue for manylearners. During my studying of English as my second language, myteachers used the grammatical approach to teaching us. Thetranslation approach works better when the instructor the similarfirst language with the student. In this method the students areinstructed English rules conceptually in their native language(Farrell&amp Bennis, 2013).However, I found this technique feeble because it emphasized onmemorizing grammar rules while failing to emphasize on thedevelopment of oral ability. Presently I emphasize on learningEnglish using the communicative approach, and I have registerednoticeable efforts in my English language skills including reading,writing and speaking among others (Tavil, 2010). Through thecommunicative approach, I have learned that activities, which includecommunication and engage students, enhance language acquisition. Thecommunicative approach is useful because it encourages learning bydoing among learners.

Accordingto David Schwarzer (2009), previously people believed that learning asecond language involved the skills of speaking, listening, writingand reading only as active and passive skills. However, he adds thatthis notion as evolved to include language utilization andcommunication as being a negotiation technique. The author assertsthe communicative language teaching (CLT) had developed to eclipsethe traditional language teaching approach. Thus, the articleproposes that knowing words is not adequate for understanding asecond language but a teacher can enhance vocabulary of theirstudents through other forms of learning such as television watchingand other programs that are of high interest in teaching the Englishlanguage. Thus, the writer suggests that a teacher must find andlocate English materials that are interesting and relevant to thelives of learners (Schwarzer,2009).

Thelearning strategies affect the language proficiency of an individual.Among my current philosophies concerning teaching is that eachstudent exhibits their cultural talents and knowledge in theclassroom. My aim would be to support the independence of eachlearner and embrace what they offer in the classroom and build on itto ensure that the student acquires proficiency. Thus, my teachingstrategies would allow students to express their ideas freely bycreating an atmosphere that is inclusive (Oxford,1999).My teaching strategies would promote diversity and ensure that mylearners are proud of tier background and culture to be free toexpress their views in English. Thus, to ensure that there is astronger relationship between student proficiency and teachingtechniques I would foster a learner-centered cultural exchange amongmy learners to diminish the social distance in the classroom.

Inmy teaching philosophy, designing flexible lessons and selectingactivities that are interesting to the learners is integral. Thus, ateacher is required to create lessons, which would permit eachstudent to accomplish their future goal. Therefore, lessons must bedesigned in ways that are meaningful to the students. Thus, mypreferred lesson plan is developing lessons that offer learners achoice. For instance, there are options for those who want to developproficiency in writing, reading, or speaking. Thus, my lesson designinvolves students acquiring and experiencing knowledge as opposed tolistening to the information.

Classroominteraction is an instrumental aspect of my teaching philosophy. Asan instructor, it is important to help learners make linkages byenhancing their communicative and linguistic capabilities in English.Therefore, student participation in the classroom is vital inenhancing interaction in my teaching philosophy (Kashef, Pandian &ampKhameneh, 2014). Learners’ interaction is crucial in fosteringindividual thought development. Thus, as a teacher I wouldincorporate small faction discussions and works, which would providethe learners with an opportunity to speak and express their ideas.Through interaction, the students would also have an opportunity tolearn from each other as they exchange perspectives and ideas(Yahyazade,2014).

Languageuse needs knowledge and skills. It is the desire of each languageteacher that their students can use the taught language efficiently.Language usage needs study and regular practice. Language knowledgeis often acquired through individual study and teacher instructionwhile skill is attained through repeated and regular practice.Learners can memorize many vocabularies and study grammar rules asmuch as they could but if they cannot practice speaking and writingsuch rules and knowledge is ineffective to them (Simon andTaverniers, 2011). Methods such as interviews and role plays arevital for speaking and listening practice. Essays, compositions, andjournals are also vital for writing practice. Strategies ortechniques are vital in language learning because they can assiststudents to write, read, speak, and listen efficiently. In myteaching philosophy fundamental listening, writing, reading, andspeaking skills are significant for language learning. These skillsenhance each other, and they might be integrated where appropriate.Different tasks such as reading short stories, poetry, grammarexercise, and other writing genres are essential in improving theirEnglish communication skills (Yoshimura, 2009). Thus, writing skillscan be enhanced by encouraging learners to write personal,occupational, civic and social contexts (Tavil, 2010). In myphilosophy learners would be encouraged to exhibit the vocabulary andgrammar skills through their writing. Reading helps learners decipherand comprehend meanings. Vocabulary learning is vital for beginnersand intermediate students because it teaches them pronunciation andword phonology.

Developingactual world connections through technology would also help studentsacquire English learning proficiency. In the modern world, technologyis heavily enveloped in people’s lives. Thus, as a teacher it isessential to use technology in maintaining one’s current knowledgeas an instructor. Using technology in the classroom spawns learners’interest and connects the teacher lessons to their daily lives.Incorporating technology in the classroom is a critical necessitybecause it does not only engage learners, but it also prepares themfor the swiftly altering and developing the technological andglobalized world (Martins, 2015). In teaching ESL, there are varioustechnology types, which I can incorporate in my instructions andlessons. For instance, technology elements such as blogs and onlinejournals are significant in meeting my objective of shaping andcustomizing teaching materials to suit different classes andstudents. Other technology such as video usage can be applied toenhance learners to work together on video projects. Moreover, grouptechnology works such as creating wikis, or Google doc wouldencourage interaction and efficiently as well as the acquisition ofEnglish proficiency.

Moreover,in my philosophy I consider incorporating culture into teaching avital aspect. People from different backgrounds contain variedcultures of doing things and communicating. Thus, incorporatingculture into the language teaching technique is essential infacilitating student language acquisition. Many new English learnerstend to feel defensive or ashamed about their vernacular language.Thus, an instructor must develop an atmosphere, whereby learners areproud of their background language and culture while empowering thestudents to express and learn English (Brown &amp Lee, 2015). In myclassroom, I intend to eliminate the aspect of superior and ordinarylanguage to create a level ground for learning English. Thus,teaching lessons, which incorporate cultural knowledge and priorexperiences of learners into conversations and tasks in theclassroom, would help integrate culture in teaching English.Moreover, activities that involve home heritage projects, mythologyand per culture interviews can offer learners a chance to learnEnglish while comfortably appreciating their heritage.

Intentionalerror correction and form-focused instruction are significant in theclassroom. A teacher needs to design grammar goals, which correspondto the needs of the learners’ and with the content objectives andactivities in their units and lessons. Bountiful readingopportunities and authentic listening would construct familiaritywith purpose, meaning, grammar point and structure (Lee, 2013). Thus,to help correct errors the as a teacher I would apply communicativelessons, journal responses to implement focused and intentionalgibbeting, to assist learners to use proper application ofgrammatical vocabulary and structures. In correcting student errors,I would examine each learner’s strength and weakness to designform-focused lesson. Thus, a teacher can use anecdotal notes andchecklists that act as non-graded assessments to tailor lessons tothe strengths of each learner helping eliminate errors in theprocess.

Inconclusion, learning ESL is massive to students and communities.English is one of the achievements, which one acquires in class thatthey get to apply in actual life situations. People use English incommunicating and conversations with others from different cultures.English is relevant to lives of students. For instance, the studentswould use English in their resumes, job applications, and collegeapplications particularly when dealing with internationalorganizations. Therefore, teaching English is essential inencouraging diversity and globalization, as well use of technology insociety. The methods of teaching ESL course have been enlightening inmy life. The course has helped me develop a novel way of language ofinstruction variedly by incorporating culture, technology, andadopting creative plans among other aspects. Thus, the course hasbeen instrumental in preparing me to become an excellent instructorin future.

References

Brown,H. D., &amp Lee, H. (2015). Teachingby principles: An interactive approach to language pedagogy.4th edition. White Plains, NY: Pearson Education, Inc.&nbsp

Farrell,S. C. T. &amp Bennis, K. (2013). Reflecting on ESL Teacher Beliefsand Classroom Practices: A Case Study. RELCJournal44(2) 163–176. DOI: 10.1177/0033688213488463.

Kashef,H.S., Pandian, A., &amp Khameneh, M.S. (2014). Toward aLearning-centered EAP Instruction: An Attempt to Change Students’Reading Attitude. Theoryand Practice in Language Studies,4(1), pp. 39-45. doi:10.4304/tpls.4.1.39-45.

Lee,E. J. (2013). Corrective feedback preferences and learner repairamong advanced ESL students. System41(2013) 217e230.

Martins,L.M. (2015). How to effectively integrate technology in the foreignlanguageclassroom for learning and collaboration. Procedia-Socialand Behavioral Sciences174 (2015) 77 – 84.

Oxford,L.S. (1999). Relationships between Second Language LearningStrategies and Language Proficiency in the Context of LearnerAutonomy and Self-regulation. RevistaCanaria de Estudios Ingleses,38, Pp. 109-126.

Schwarzer,D. (2009). BestPractices for Teaching the “Whole” Adult ESL Learner.no. 121, Wiley Periodicals, Inc.Wiley InterScience DOI:10.1002/ace.322.

Simon,E., and Taverniers, M. (2011). Advanced EFL Learners’ Beliefs aboutLanguage Learning and Teaching: A Comparison between Grammar,Pronunciation, and Vocabulary. EnglishStudies,92 (8), Pp, 896–922.

Tavil,M. Z. (2010). Integrating listening and speaking skills to facilitateEnglish language learners’ communicative competence.Procedia Social and Behavioral Sciences9 (2010) 765–770.

Yahyazade,M. (2014). Towards an Interactive EFL Class: Using Active LearningStrategies. I.J.Modern Education and Computer Science,2014, 5, 8-14. DOI: 10.5815/ijmecs.2014.05.02.

Yoshimura,F. (2009). Effects of connecting reading and writing and a checklistto guide the reading process on EFL learners’ learning aboutEnglish writing. ProcediaSocial and Behavioral Sciences, 1,pp. 1871–1883.