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Teaching Philosophy 2016
Teaching Philosophy 2016
My philosophy on foreign language education puts the students in the center of the
teaching-learning process in which they are actively engaged so that, eventually, they can
become effective users of the language. I strongly believe that by promoting strategies and
techniques that require from students an active participation in order to develop tasks is the
means to get my students to become competent users of the language. That is, not only do
they have to be able to manipulate the language for accuracy purposes, but also they have to
be able to use the language functionally and socially to communicate their opinions, emotions
and needs, as they would do in the real world, regardless their current L2 level.
Due to the fact that I was educated using traditional approaches, I had to change my
whole perspective on the teaching-learning process when I became a teacher. For example,
my teachers at primary and high school used to be the centers of the T-L process. They used
to talk most of the time and do most of the things. This meant that we had little chances to
actively participate even though we were the ones who were supposed to be learning. Unlike
my experience as a student, as a teacher my role has changed radically. Among many roles I
adopt in the classroom, I play the role of a learning-experience designer and a guide most of
the time. I design lessons whose main aims are for students to experience situations in which
they have to use the language with a purpose. I guide students throughout the process by
intervening only when it is necessary to do so. For example, I intervene when students are
the other hand, when students are working on fluency-based activities, I just let them work
and help as needed. I consider making errors part of the process and a way to either adapt the
Regarding strategies and techniques, I promote the ones that require from the students
the use of the language with a communicative purpose. I usually choose activities such as
information gap, jigsaw, survey (find someone who), and role-plays among others. These
activities must comply with the three features of communicative activities: information gap,
choice and feedback. In the classroom I take advantage of every situation to get my students
to practice using communication activities. For instance, when I want to stretch the Language
Link section, I have students prepare a set of questions that they will be asking their partner
as they mingle in a find someone who activity. Other types of activities that I use to a
limited extend are pre-communicative activities such as drillingespecially when the focus is
on language forms. The reason I do this is because these activities will prepare students for
later communicative activities. With this help, students will carry out the communicative
my students become competent users of the language. This means that they have to use the
language to communicate both functional and social meanings. That is, they have to be able
to thank, to suggest, to give advice, to agree and disagree, etc. Also, they have to be able to
use the language according to certain social situations such as formal and informal ones. I
have to make sure that they choose language accordingly. In the end, students have to be able
to use the language freely and creatively to convey their feelings, needs and desires. By doing
so, students will feel intrinsically motivated since they will be doing the tasks and activities
that I introduce with the mere purpose of improving their language skills.
To sum up, my idea of teaching and learning is one in which students are the doers
and the teacher is the guide or facilitator whose intervention will primarily depend on the
type of activity students are devoted to, either fluency-based or accuracy-based. In order to
do this, I promote the use of activities that help students to communicate both functionally
and socially. Finally, I consider myself a learning-experience designer. With all this my