Basically, I try to adapt my teaching style and activities to fit the objectives and dynamics of my current teaching situation. I am currently teaching in a Chinese-dominated academic intensive English program. This presents some unique challenges in teaching, and often seems like an EFL setting. I am constantly trying to develop activities to hold their interest and prepare them to begin their regular university studies in one or two semesters, all the while keeping them from speaking Chinese in class. Our students are very young as well, and it is difficult to get them to take an interest in anything besides their intended major. That said, the activities that I have been using are an attempt at increasing student interaction in English and building academic skills.

Philosophy of ESL/EFL Teaching Statement

Language learning happens when students are given language-learning tools in the classroom and put them to use outside the classroom. Here are some principles I adhere to as an instructor and curriculum designer:

Learner Responsibility. As a teacher, I want to help students take control of their own learning. Students must come to class regularly, prepared to practice what we are learning. I expect students to take responsibility through questions, study, and most importantly, seeking opportunity to use their skills. Successful learners will seek opportunities to use English outside the classroom and use the tools I give them to study and practice on their own.

Maximizing Class Time. Class time should be used for learning activities that cannot be done outside the classroom. Students can then take what they learn and practice in the real world of native English speakers, where possible. This is why it is important to teach students learning strategies so they can continue to learn outside of class.

CALL. Computer-assisted language learning and technology are essential to promote student-centered learning in the language classroom. I believe that using technology is a motivating tool that models contemporary student behavior, especially that of teenagers and young adults.

Language Assessment. Teaching and assessment are interrelated. I make great efforts to use appropriate, well-designed tests to measure achievement in the same way that I test. In this way, tests create a positive washback effect in motivating students improve their English. Effective assessments are essential in helping learners see what their strengths and weaknesses are. Every activity and principle learned must be evaluated, even if it is only an informal performance check.

Weaved into all of these principles is the importance of communicative activities with plenty of interaction among classmates. In everything I do, I try to include a large amount of language input and exposure to authentic English in the materials and activities I use. As a teacher, I do all in my power to provide a valuable learning experience. Students, then must take the initiative to continue learning on their own and use their skills outside of class. This is successful language learning.