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INTR 611
Dr. Pierson
Philosophy of Teaching
Here will be outlined my philosophy of teaching and language instruction, as well as the
principles that will guide me as a teacher. Some of the principles will be pertinent to language
instruction in general and some will be specific to the context of adult ESL. I will give an idea as
to the theories, principles and philosophies that will guide me as a teacher attempting to offer the
First, the teacher should seek to guide their students towards communicative competence.
Acquiring communicative competence in English means that students will have attained
important for the success of a student looking to learn English as another language. In seeking to
competence, the teacher should conduct error analysis in order to ascertain as to their current
level and find ways to help them advance in their proficiency. Error correction should be
selective and purposeful, as teachers seek to remedy specific problem with each correction.
meaningful means. A language instruction method that seems particularly applicable to the Adult
ESL context is Community Language Teaching (CLT). As a teacher, I want to teach my students
grammar forms and linguistic competence as it pertains to a variety of contexts, tasks and
functions. Grammar should be taught for the students to use and communicate with in their lives,
whether it be verbal discourse or literacy skills. The goal of linguistic competence in adult ESL
should first be comprehensibility and communication, then from there students can grow to even
greater levels of fluency and master of English for more specific purposes if they so desire.
importance to me. With students from a wide variety of contexts and cultures, the adult ESL
classroom can function not only as a place of linguistic instruction but also cultural learning. In
norms such as body language, tone of voice, politeness and other cultural factors that they may
not be aware of. These factors can often serve as a barrier to communication and for students
looking to grasp English here in the US, it is an important element of communication for
maintaining relationships, search for and securing jobs, communicating with landlords, etc.
conversation groups, small groups and jigsaw activities are important for giving students
to is challenge my students while still ensuring they are relaxed, comfortable, feel safe and are
motivated to learn. Activities such as group conversations or roleplaying are effective because
they keep stress low while still providing adequate challenge to students in discourse
competence, while activities like jigsaw instill confidence within the students and allow them to
communicate information that they know about to students that do not. In addition to these
discourse settings, it is important that students develop skills such as accuracy and correct
pronunciation in their discourse as these are conventions of language that are important. These
elements of discourse should be monitored and corrected as needed, but not to the extent that
Lastly, strategic competency is a vital area that I will help students grow in. In order for
students to be able to use language in their lives effectively they must learn how to develop
strategies to deal with communication issues and words or phrases they don’t understand.
teacher, I want to connect linguistic instruction to what the students encounter in their lives and
the communication difficulties they may already have in order to help them develop strategies
for working around gaps in their linguistic knowledge. Having these “work-arounds” can
As students learn and make errors in their language development, it is the job of the
teacher to devise strategies to correct these errors. In order to engage in error correction, the
teacher first must analyze the needs of the student so that they might observe where or why the
students are making errors. From there, it is important for to always ensure that the students feel
safe and comfortable in class. Having students talk in small groups is a great way to assess
certain needs because I can walk around to the different groups and listen for errors. As such,
after engaging in needs assessments, if several students seem to be struggling with a concept, I
could look to see what issues were difficult for the students and have the entire class review. If
only a few students were struggling, I could address the specific small groups and remind them
of the concept they were struggling with. There needs to be balance, however, as students should
also have the opportunity to self-correct their errors. Small groups are also effective in this
regard because the afford students a setting in which their peers can correct them, and they can
Students’ learning styles are absolutely essential for the teacher to be aware of in their
teaching. I look to engage students through a variety of means, be they auditorily, visually,
allowing for more affective learning, and to teach to learners’ strengths. To do this, I think it is
helpful to use various media forms, such as videos, music, stories, roleplaying, pictures and other
methods, to help students engage with the material in whatever way is most effective for them. I
think it is important for new information to be provided in variety of ways so that students are
given every opportunity to grasp the material. Further, when it is time to review old material,
cultural ambassador in any way I can. Given the great diversity of students’ backgrounds, some
coming to America for professional reasons and some for more dire reasons, an ESL instructor
needs to be available to help students navigate their new cultural settings. Issues like social
norms, how to complain to a landlord or call 911 are all important issues for students to be
equipped to deal with. Teaching students about the culture of the United States, as well as still
being welcoming to and promoting the value of students’ first languages and home cultures, is
one of the jobs of the ESL instructor, especially in the Adult ESL context. I want to give students
a better sense of American culture while they are in the safe environment of the classroom, so
that they may have the tools to converse with people and navigate their day-to-day world
One of the most important elements in kindling the success of students in language
acquisition is motivation. The teacher needs to understand why students wish to learn the
language and engage that motivation in order to make the learning for meaningful to the
students. In the case of Adult ESL, many students are motivated to learn English so that they can
get a job, navigate and function in the US or communicate better with their family members. By
doing things like connecting lessons with workplace experiences or family relationships and
stories, students not only will acquire the vocabulary surrounding these various spheres of life,
but they will also be learning things that they are motivated to learn about, making the process
more effective. Making learning meaningful for the student is also important to me as a from a
knowledge and framework. If students are mothers or teachers or bankers, finding ways to
engage that framework will help students remember vocabulary and lessons more effectively.
I believe that students deserve love, respect, investment and energy. As a teacher, I
believe it is important not only to help my students acquire the English language, but to also be
wholly invested in them as people. Providing students with a sense of safety and community in
my classroom is paramount to me. Being able to feel comfortable and appreciated in class is not
only valuable to the learning process but valuable to the students personally, given any number
of uncertain variables that may be present for them as they live in a foreign context.
This is a summary of the principles and values that will guide me as an Adult ESL
environment, I aim to equip students to be able to acquire language for a variety of functions,
express themselves and navigate their world in the US. Teaching of any kind is teaching to the
whole person and my core philosophy of teaching is to bridge excellence in language acquisition