Teaching Philosophy
"A different language is a different vision of life." -- Federico Fellini
FROM WHITEBOARDS TO TEACHING
“Mom, could you buy me a portable whiteboard? Just a small one!” This was the outset where I stepped on my teaching journey. As a 9-year-old girl who just had her English classes at a cram school, I enjoyed pretending to be an English teacher by using markers to write on the whiteboard. Holding the black marker in hand, I drew a timeline marked “past, present, future” to teach my very first two students, my mother and grandmother. Surprisingly, the scene is still vivid and clear in my mind; it seems that my determination and destiny to become a teacher stemmed from a very young age.
Along my teaching journey, I am always asked, “Why do I need to learn English?” Having studied in Taiwan for 16 years, I completely understand how struggling and annoying it is to study a foreign language at school. However, as Federico Fellini once said, “A different language is a different vision of life.” I firmly believe that it is the language teachers’ responsibility to help students acquire the key to broadening their horizons by seeing a “different vision of life.” In order to help students get the key, I strive to integrate different skills in my lessons, including listening, reading, speaking, and writing. That’s because that's how people use language in real life!
ENGAGING COMMUNICATION:
BEYOND GRAMMAR IN LANGUAGE TEACHING
Recalling my English learning journey, what came to my mind were intriguing games and activities my teachers designed instead of tedious English grammar. While it is undeniable that grammar plays a significant role in language learning, I am convinced that grammar is just a relay station to reach the ultimate goal of language learning – being able to communicate in the target language. In my classroom, I do not aim to “transform” my students into grammarians! Rather, I want my students to become confident, expressive, and fluent English speakers. To reach the goal, I implement various communicative activities to engage the students, which involve the four skills mentioned above. I expect my classroom to be where students “play with” the language instead of “memorizing” the language.
Since speaking is undoubtedly an essential component of language learning, in my classroom, I adopt the Teaching Speaking Cycle proposed by Goh and Burns (2012) to make speaking more meaningful and approachable through clear, structured steps. By incorporating metacognitive techniques and providing corrective feedback, I ensure that learners can improve their speaking skills without feeling overwhelmed. This approach empowers students to take ownership of their learning while fostering confidence and growth in their English communication abilities.
CREATING A LANGUAGE PARADISE
As a “designer,” I enjoy integrating different modalities and technology into my teaching. To cater to various learning preferences, I encourage students to write, draw, and create both individually and collaboratively, fostering an interactive and engaging learning environment that stands apart from traditional classrooms. Based on students’ needs, I tailor materials and content to reflect the world around us. In my view, language learning is not merely about mastering linguistic elements but also about gaining a new lens to view the world and understand diverse perspectives.
I am convinced that motivation is paramount in acquiring a second or foreign language. My goal is to create a classroom where students feel encouraged to take risks with the language in a supportive and inclusive environment. By fostering active participation and celebrating diverse perspectives, I aim to inspire students to see English not just as a subject but as a tool for personal growth and global connection. Furthermore, I strive to build a classroom where students form strong rapport and supportive cohorts, breaking down cultural and national barriers. This can be seen in my two CLP classrooms, where students from diverse backgrounds collaborated on various tasks, sharing their unique experiences and creating a vibrant, inclusive learning community.
MY "SHERO" DREAM
Finally, I would like to use a quote from Rainn Wilson to end my teaching philosophy. “Teachers can make such a profound impact on our lives and should be honored as heroes.” For me, this is especially true, as I have met so many teachers who have left life-changing impacts on me. Thus, I would like to pass on this torch in my future teaching; aiming to become a "shero" in the English teaching field.
Reference: Goh, C. & Burns, A. (2012). Teaching Speaking – A Holistic Approach. Cambridge/New York: Cambridge University Press.