Teaching Philosophy

I would say that the teaching method I apply in my classroom has a lot to do with Learner-centered methods that are well defined by Kumaravadivelu (2003) as those methods that are principally concerned with language use and learner needs. In class, students are provided with opportunities to practice the target language. Additionally, students use pre sequenced grammatical structures as well as communicative functions.

Firstly, I would point out the main characteristics of speaking practice in my lessons. From Shumin’s (2002) perspective, a possible way of stimulating learners to talk might be to provide them with extensive exposure to authentic language through audiovisual stimuli and with opportunities to use the language. This can be evidenced by the number of technological resources and authentic audio-visual materials that are incorporated in the classroom. Students not only enjoy while watching the videos or listening to the songs, but they also begin a process of correcting some of the most common mistakes they make while speaking. Another key aspect to bear in mind has to do with the form in which pronunciation and rhythm while speaking improves. 

Additionally, teaching listening in my classroom could be widely supported by Harmer’s (2007) ideas that have to do with intensive and extensive listening. This is defined as especially important because they provide the perfect opportunity to hear voices other than the teacher’s. Likewise, this enables students to acquire good speaking habits as a result of the input they absorb and helps to improve their pronunciation.  Having this in mind, I would say that students are encouraged to listen to a wide range of different texts. Students not only follow the coursebook and listening input that comes with this, but they are also exposed to songs composed by native speakers. This means that the use of authentic materials is another significant feature to take into account when developing listening skills. Apart from that, students are constantly being assigned a wide range of demanding tasks that measure their level of understanding. E.g. students are asked to listen to a recording and fill in the blanks with the right words; students match names with images; they follow instructions and color, Etc.

Regarding teaching grammar, Celce-Murcia (2001) asserts that this is not so much knowledge transmission as it is skill development. This means grammar should be thought of as a skill to be mastered, instead of a set of rules to be memorized. In class, I try to avoid teaching grammar as an isolated part of English learning, grammar emanates from specific examples suggested by the teacher and negotiated with students. This means that grammar is articulated to other skills such as reading and writing. Despite the fact students do not explicitly focus on grammar, they are taught to be aware of grammar as a key issue to be mastered rather than being memorized.

Concerning vocabulary teaching, It is important that new vocabulary items be presented in contexts rich enough to provide clues to meaning and that students be given multiple exposures to items they should learn. (Celce-Murcia, 2001). Associations and vocabulary games seem to be important aspects that I incorporate in my teaching. However, as a coursebook must be followed, I usually try to relate those items proposed to some other students who may feel more familiar with it. The use of mimics, gestures and body language is a tremendous strategy to present vocabulary. This encourages students to infer and construct meaning with the teacher as a monitor.

Concerning writing teaching, Cameron (2001) states that children should be encouraged to write a piece of writing they find interesting. A pop star or a footballer might be chosen. Likewise, they should be given a specific time in class to write about something they like. This is only to inspire students and to know their perceptions. Currently, I am trying to raise awareness among my students about the importance of communication in writing forms. Students are constantly asked to write an email, to write a description of a picture, to write a letter to a friend, to write a short paragraph about their last holidays. However, it is important to add that students need a model to follow. That is why a model is given to students. It does not rely too much upon attention to students’ mistakes or errors made. On the contrary special attention is paid to meaning.

Finally, about reading teaching, I would say that this is supported by short articles related to several topics. A wide range of pictures related to the article is also shown. This seeks to provide students with tools to gain a general understanding of the topic presented. A vocabulary presentation is done as well. Finally, choral and silent reading is promoted. Students have the opportunity to practice pronunciation and receive feedback from their teacher and classmates. 

References

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston : Heinle and Heinle.

Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson Longman.

Kumaravadivelu, B. (2003). Beyond methods : macro strategies for language teaching. New Haven and London: Yale University Press.

Shumin, K. (2002). Factors to Consider: Developing Adult EFL Students' Speaking Abilities. In J. Richards, & W. Renandya, Methodology in Language Teaching: An Anthology of Current Practice (p. 209). New York: Cambridge University Press.