Teaching Philosophy

This page describes the teaching philosophies that we ascribe to.

Chiyeko's Teaching Philosophy

My name is Chiyeko Takayoshi.  I'm a student at CSULA studying for a M.A. in  TESOL (Teaching English to Speakers of Other Languages).

In teaching English as a Foreign Language, I believe the interactionists’ position is an effective theoretical view for successful L2 learning.  In this view, L2 learning is a result of the combining interaction between the unique characteristics of each learner and the environment in which they learn and develop.   Teaching EFL then becomes a place in which the teacher provides significant opportunities for the L2 learners to engage in conversations in their target language.  L2 learners develop language by expressing learned input through the physical interaction with the environment. 

The communicative language teaching (CLT) method is appropriate for language acquisition contexts in which instruction is focused on interaction, conversation, and actual language use, rather than learning about the language itself.  Teachers would then concentrate on providing meaningful interaction in the classroom and for accomplishing tasks.  Instructions would include comprehensible input that is interesting and relevant for the learners’ situation, as well as set the classroom as a place in which the learner is able to use the target language.  While instruction includes language structures and forms, the emphasis in the classroom would be on communication of meaning over the exercise of grammatical forms. 

In the EFL setting, the input is focused on a meaningful and relevant topic and is simplified and made comprehensible by the use of contextual cues, props, and gestures.  Teachers in this setting will make an effort to speak to the students in a level of English they can comprehend.  Since contact with native speakers will be limited in the EFL situation, students will have significant exposure to the interlanguage of other learners in the class through games, role play, and other interactive techniques which should be integrated in the lesson plans.  This will include classroom discussions, small groups, as well as individual work.  While proficiency in English is one of the goals, the students’ success will be measured by their comprehension and ability to communicate, rather than accuracy of grammatical forms. 

Seigo's Teaching Philosophy

My name is Seigo Takayoshi and currently pursuing a TESOL (Teaching English to Speakers of Other Languages) degree at CSULA (California State University, Los Angeles). 

Since being introduced to the different theories in second language acquisition, I have found that the Interactionist position to be the most effective and practical for myself at this point.  Since it is rare for language to be a socially isolated activity, social interaction is 

necessary for input.  Krashen’s theory of (i + 1) is such that the second language learner (SLL) acknowledges the present situation of the SLL, represented by the “i,” but sees that there is potential for growth, represented by the “+1.”  The “+1” must be input that is close to the SLL’s present position but allow for a stretching so that growth may occur.  Error correction is minimal as there is a greater emphasis of affirming the general output that is given.  Although output is affirmed, it is never forced so as to allow for the “silent period” to naturally develop.  In order for growth to occur, the instructor must pay attention to the SLL’s interaction within the lesson.     

One of the major tasks that a teacher engages in the teaching process is lesson planning.  My philosophy is that the lesson planning process would have a strong skeleton to teach from.  Of course, there is an identifiable beginning, main lesson, and closing, but what is important is to have the many comprehensive checks.  This would allow for the teacher to assess where the students are, whether they are successfully mastering or struggling with the subject or lesson and adjust as necessary.  During the lesson, the Interactionist approach requires that the student be the focus of the lesson, not the teacher or the lesson itself.  And to allow for a variety of input and output to occur, the instructor plans for a variety of groupings and multiple intelligences to be used.  The interaction within the classroom is extremely important if the SLL are to successfully negotiate through similar real life situations. 

Here we are teaching English to some good friends in Japan!

Our Working Bibliography

Brown, H. D. (1994).  Principles of language learning and teaching.  Englewood Cliffs,

NJ: Prentice Hall Regents. 

Celce-Murcia, Marianne. (Ed.).  (1991).  Teaching English as a second or foreign

language (2^nd ed.).  Boston, MA: Heinle & Heinle.

Ellis, R. (1985).  Understanding second language acquisition.  Oxford University Press.

Johnson, D.  (1992).  Approaches to research in second language learning.  New York: Longman. 

Krashen, S. D., and Terrell, T. D. (1983).  The natural approach: Language

acquisition in the classroom.  Oxford: Pergamon.

Larsen-Freeman, D. & M. H. Long (1991).  An introduction to second language

acquisition research.   New York: Longman.

Nunan, D. (1992).  Research methods in language learning.  Cambridge University

Press. 

Nunan, D. (1991).  Language teaching methodology: A textbook for teachers.  NY:

Prentice Hall.

Richard-Amato, P.A. (1996).  Making it Happen: Interaction in the second language

classroom.  From Theory to Practice (2^nd ed.).  New York: Longman.

Scarcella, R. C. & Oxford, R. L. (1992).  The tapestry of language learning: The

individual in the communication classroom. Boston, MA: Heinle & Heinle.

Any Questions or comments?  E-mail us by clicking onto the flying pig.