MY TEACHING PHILOSOPHY                            

            After completing my Methods class (TESL 562), I feel enriched and well equipped (conceptually) for the teaching of ESL. Moreover, my perceptions and attitudes towards teaching a second language have taken a completely different turn as I become more conscious of modern (somewhat unfamiliar) strategies and approaches that underpin second language acquisition (SLA). 

            Being myself a learner of several languages, I have held the notion that SLA can be “properly” achieved through a rigorous curriculum based on the old approaches of Grammar-Translation and Reading which aimed at building a sound and solid grammatical foundation before going on to acquiring fluency and communicative competence. Well, now I know, that SLA has better approaches, backed by more modern research, that can facilitate the process of learning and the attainment of proficiency in a second language.

            TPR, that had little appeal to me at the outset, now makes more sense when adequately incorporated in ESL curriculum for beginners. Its simplicity as well as its basic premise that the student’s ‘silent period’ is a perfectly acceptable stage in the process, makes the method a viable technique to use at the beginners’ level.  The Natural Approach, that promotes language acquisition through gradual unconscious learning and through exposure to a lot of comprehensible input, is most probably an excellent foundation for the teaching of ESL. The emphasis on the lowering of the affective filter in the classroom and minimizing the correction of errors to allow more fluency are quite evident in these theories and fairly new to me.

            I have learned that in the ESL setting, not forcing production is critical in the process of  SLA. Comprehension precedes production, therefore, the emphasis is on exposing learners to comprehensible input gradually while making sure that all input is just slightly beyond the learners’ current competence (the input hypothesis). Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired (the monitor hypothesis). Also, grammatical structures are acquired in a predictable order, therefore, implicit grammar lessons are favored over explicit ones.

            In addition to adopting the right approach, I have recognized the importance of effective lesson planning which is at the core of the teaching profession. No matter what approach or method is applied, if the planning of the lessons does not have all the adequate and proper ingredients (techniques with pertinent activities, right sequencing and pacing), they are doomed  to failure and would probably contribute little to learners. Evidently, the experience gained from failure is no less valuable and could serve a basis for future improvement.

            In conclusion, I would like to address an issue that is at core of many programs - the notion of SLA as a “painful process”. I have had the impression that many view this learning process as difficult, marred with many pitfalls and painful for learners (especially foreign learners). Therefore, it seems to me that many efforts are directed towards the easing of that “pain” by devising techniques to make SLA as palatable as possible. This cognitive process is no different than the one required in any learning experience. Increased motivation should be at the core of the programs. The learner will have a better learning experience if he is driven towards SLA through the understanding of the benefits and the goals of the ultimate attainment of a second language. I am confident that there are many ways to motivate the learner and together with the “gentle techniques,” he will succeed in reaching his goals of learning a new language.

            Finally, I agree with Celce-Murcia (2001) who posits that “…teaching will always be a series of judgment calls; its real-time cognitive complexity means it will never be just a science, and will always remain something of an art.” (p.41).            

  References

Celce-Murcia, M (Ed.). (2001) Teaching English as a second or foreign language. (3rd ed). Boston, MA:   Heinle & Heinle.

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