Teaching Philosophy

        Second language learners usually have a reason for learning a second language.  Depending on this reason, learners of a second language will either learn the language in a formal setting or in an informal setting.  Some second language (L2) learners learn a second language, usually English, for many reasons, some of those reasons are; for academic purposes (EAP),  for specific purposes (ESP), to become part of a new country where it is essential to their survival, and some study it for teaching English as a foreign language (EFL).  Learning a second language constitutes the development of phonology, lexis, grammar, morphology, and pragmatic language.  It is a lifelong process.  

            Krashen (1981) believes that acquisition refers to the subconscious process of “picking up” a language through exposure and that learning refers to the conscious study of the language.  I believe that acquiring and learning go hand in hand.  A second language learner learns and acquires what he/she is exposed to in a classroom setting through exposure, exercising and reviewing new material.  Second language learners usually need to begin with the Basic Interpersonal Communication Skills (BICS) proposed by Cummins (1981), which involves the use of language in communicative tasks that are context embedded and not too demanding. Students should be given a chance to communicate with their peers about different topics related to the content of the course.   BICS seems similar to what Krashen describes as comprehensible input i +l.    I also believe that a L2 learner’s ability to engage in academic study in the target language (CALP) Cummins (1981) has a lot to do with his/her ability to engage in academic study in his/her first language (L1).   If a L2 student performs well in his/her mother tongue an academic setting, he/she will transfer those skills to his/her second language.

            I believe that output plays an important role in the learning of a second language.  It has been my experience that those students who use the language are better readers, pronounce words closer to that of native-like pronunciation, produce grammatically correct sentences as opposed to those who do not, have a larger vocabulary and are usually better writers.  Students who do use the language pronounce new words and therefore listen to themselves.  This makes them aware of how this new language sounds and how words are formed in their oral cavity.

            Having a comfortable non-threatening environment is an important factor in learning a new language.  Students should speak when they are ready to speak.  Instructors should motivate their pupils and make them feel at ease with this new challenge of learning a new language.  Also teachers need to be sensitive to students’ individual needs and learning styles.  

            Materials and teaching styles are also a very important part of the learning experience.  Authentic teaching materials should be used whenever possible.   Lessons should be fun and engage students in real communication.  Students should feel in control of their learning and the instructor should serve as a mediator.  Instructors should also not ask students to do something they themselves are not willing to do.  Students see teachers as their models, so we should model what is expected and the results will be fantastic.

References 

Eliis, R., (1994). The study of second languages. Oxford:  Oxford University Press.

Richard-Amato, P.A. (1996).  Making it happen:  Interaction in the second language classroom (2nd Ed.).  New York:  Longman