Teaching philosophy

My graduate studies in Teaching English as a Second Language, German and Applied Linguistics have given me new understanding of second language acquisition, vocabulary acquisition, literacy, literature, culture, pragmatics, computer-assisted language learning (CALL) and computer-mediated communication (CMC). This knowledge, coupled with several years of practical foreign language teaching experience, has allowed me to continually evaluate and shape my views, my materials, and my goals towards language instruction.

As a second language learner and teacher, I desire to foster collaboration between the language of study, the learners, and the instructor. First, I desire to prompt learner awareness of the numerous ways that language is manifested in the world, for example, that learning language can mean more than going over exercises in a book, or that speaking and writing can be two different pursuits entirely. Next, it is important to me to foster an environment where each participant can bring his or her abilities, experiences and unique background to learning of language. Finally, I like to share my own foreign language learning background with learners, to let them know that I can relate to frustrations they may undergo with facing new grammar points, figuring out vocabulary which most accurately relays meaning, or wondering whether one is making progress at all.

To foster integration of the above three areas, I strive to include assignments, learning materials and classroom environments which support language learning as a dynamic, collaborative process. Ideally, this should suggest 'fun' but more importantly should mean 'worthwhile'. Granted, I realize that not every student will always share my enthusiasm, as language learning requires time, effort, attention to detail, practice, and continuous self-, instructor or institution evaluation, where results may not always be immediate. Nevertheless, when learning moments do occur, they can be incredibly enriching for both participant and instructor.

One of my greatest personal rewards in teaching is when I learn that students have integrated German language into their lives in some way, ranging from watching German television shows online or listening to Austrian radio over the internet at home, to study abroad or internship opportunities with a European company, or adding a German minor to a program of study. 

In the end, my desires to excel as a foreign language instructor stem from what I view as good teaching in general: promotion of critical thinking, confidence, collaboration with others, curiosity of the subject matter, and respect of the pursuit of learning.

This is where my teaching philosophy stands at the moment. I re-visit it often, as I believe writing, like language learning, is a process that helps my thinking come alive.

Lastly, while the above is an overall statment of teaching philosophy, the list below also sums up my views:

As a foreign language instructor I will endeavor...

If you would like to keep reading...

Some of my observations on trends with teaching and technology:

My graduate programs in ESL and German at Penn State have given me new knowledge and awareness of how I can incorporate my past work experience with findings from research in applied linguistics, second language acquisition, and the numerous ways in which computer-mediated materials have the potential to shape and inform my teaching. The following are some general observations I have made over the course of including computer-mediated materials into my classrooms:

I. Technology can help organize and keep track of classroom material

Teaching at Penn State has reinforced to me that there are always new and more efficient manners of keeping in touch with students, and of setting up channels of communication between instructor and student. One advantage of a course management too, such as ANGEL, has been that I can post all announcements, course syllabuses, grading guidelines and any other information in one, central online location. I can also keep records such as semester grades.

One trend I have noted, however, is that it often takes a few weeks into the semester for me to feel that students are also using ANGEL to the same extent that I am. Even though I require them to regularly access ANGEL to check on how to complete assignments and where to find needed information, students still ask me in person about information which is also available on our course web page. In other words, there are times that I wonder whether students are finding the same advantages with the online course management system as I do. I also find that some students do not check email very frequently or regularly. Further, some students do not have internet access at home. Thus, it is sometimes a challenge to underscore the degree to which I expect students to keep abreast of class material and announcements via technology tools such ANGEL.

II. Technology connects instructor and learners new and different ways

Regardless of any communication challenges, I also try to figure out which other electronic tools might be worth implementing into classroom use. In the past, I have set up sessions where students can contact me via AIM instant messenger while working on writing assignments. In these cases, students can contact me from any computer by IM-ing (instant messenging) questions or examples of sentences or phrases they are working on. Via chat, then, we are able to negotiate whether form and meaning are correct in German, which they in turn incorporate into their writing corrections.

Online resources are also tremendously helpful in cases of unforeseen class cancellation due to snow days, or, on rare occasion, if I am sick and am unable to physically attend class. On such days, I can set up a chat on ANGEL as that day's class activity and hold class from my home computer.

Feedback from students about this type of session has shown me that they enjoy this kind of change of classroom pace. In fact, some say they feel like they are skipping class because they work at their own computer in their dorm or apartment. The reassuring finding is that class can be held and learning can happen even if it is not in the traditional classroom. In short, implementation of online tools has allowed me to re-conceptualize how and when I communicate with students. This can be particularly helpful in cases of unforeseen circumstances preventing regular classroom face-to-face contact.

III. Technology connects instructor and learners to 'authentic' foreign language sources, anywhere, any time.

Technology has also opened up entirely new ways that I present 'authentic langauge' (I put the word authentic in quotes, as it is not a theory-neutral term...there are many debates over what constitutes authentic language and naturalistic language learning) to learners. GER 001, 002, 003, 008 and 201 all have at least one day per week dedicated to a "Medienstunde" (media hour). During these days, I can post electronic sources on ANGEL for students to access at home, or I can show material in class. Inclusion of electronically-delivered information such as television clips from German, Austrian or Swiss media sources, clips from user sources such as YouTube.com, or Austrian radio--in real time--brings Europe closer to the classroom.

IV. Technology in the classroom means more demand on the instructor, not less (but that's a good thing!).

In my experience, any incorporation of technology into foreign language instruction will only reach fruition if

(a) the teacher (and program director or head) knows what his/her goals are with using the technology, and

(b) if he/she knows how to implement electronic tools and technology to these ends in an informed manner.

That said, my learning curve on how to use particular tools in the classroom has been enourmous. For example, the course management website ANGEL is quite user-friendly, but it took some getting used to as far as the extent I was able to incorporate it into my teaching. I have only recently taken advantage of the 'gradebook' feature, for example, and I wonder why I never discovered it earlier.

Experience has shown me that incorporating technology into the foreign language classroom does not necessarily mean more work for the instructor in the sense that there is more to do, but it does mean different work, not to mention a high degree of attention towards conceptualizing how electronic resources will be integrated. Furthermore, one also needs patience and time with regards to learning how to use technology in the first place.

V. Technology is something that many students tend know an awful lot about

I have found that some students are often much more internet and technology savvy than I am, so I try to keep this in mind when assigning project-type assignments. For example, I try to create project guidelines in a way that allows students to use the technological tools they wish to complete their work.

Consequently, I am almost always pleasantly surprised at the webpage design, blogging or other online resources students have at their disposal and knowledge. By the way, I learned how to make Power Point presentations from students, not on my own, which has allowed me to integrate Power Point into classroom presentations or presentations on my own research. Power Point is not the panacea of presentation preparation (there is nothing more annoying than someone making a presentation by simply reading their Power Point slides off...) but it defintely has its perks.

Having students use the electronic resources they desire to complete a project allows me to spend more class time presenting my German language expertise and knowledge--which I can help students incorporate into their projects in hopefully meaningful ways. In this sense, I've enjoyed ever-emerging collaboration with some students; while I learn from them about technology, they learn about language from me. Conversely, if I introduce a new type of technology into the classroom such leaner corpora (language databases) to point out a particular grammar point, the comments that students make about language--via how this technology shows them a new way to view language--informs me of which aspects of are salient to students.

VI. Technology is not going away any time soon...

Working with technology and language teaching has also shaped my opinion that instructors must remain optimistically critical of new technologies for foreign language learning to ensure that such resources align with rather than distract from teaching goals. Furthermore, researchers and practitioners working with computer-assisted language learning (CALL) must be included in design of educational software.

Lastly, it is clear to me that technology will always be part of my foreign language teaching agenda, as I have seen that any frustrations with implementing electronic resources are not disadvantages which outweigh the tremendous benefits that technology can bring to learning.

I welcome your comments and feedback on teaching with technology!