Language is an intrinsic part of human society. To the extent that teachers of language are helping learners to acquire language, they are helping their students navigate social interactions in their manifold contexts. Ultimately, it is the quest for meaning that drives communication. My teaching philosophy is informed by two primary concepts: 1) language in society, and 2) language acquisition. These concepts inform my teaching praxis as I help learners develop linguistic strategies that facilitate integration into society and to help them see language, not as a static monolith of grammar and vocabulary, but rather as a dynamic communicative tool.
In addition to situating my language classroom within a cultural framework, I also recognize that the unique language acquisition process of individual learners requires that I adapt classroom strategies to support those internal cognitive mechanisms which enable the processing of external input. To realize both the external and internal aspects of language acquisition, my approach to language teaching is informed by Input Processing and Sociocultural Theory. Input Processing theory is concerned with how language learners gather initial data by connecting form to meaning at any given moment. Sociocultural Theory underscores the importance of providing learners with appropriate support to help them stretch beyond their independent performance.
Applying these theoretical constructs to task design means that classroom activities focus on communicative contexts, where learners use the target language primarily to negotiate meaning, thus facilitating implicit learning. To achieve this goal, I plan my lessons around an aspect of communication in the target language framed within an authentic classroom context. For example, in a lesson which requires students to talk about food and eating, I have a video prepared which showcases popular German food. Students then choose a dish and do an internet search for a recipe. They work in groups to compile a shopping list for the required ingredients. For the next step, they report back to the class with the name of the dish and the list of ingredients. As a final step, the instructor asks students to vote for their favourite dish. This activity is ideal for discussion of cultural by providing current content and enough varied input for learners to use as they collaborate to complete the activity. Working in pairs also provides opportunities for corrective feedback as well as opportunities to actively reflect on how linguistic forms convey meaning. Finally, by producing both written and spoken output, learners are allowed the affordance of noticing gaps in their knowledge. This type of assessment of language learning is useful not only between peers but also for instructors.
My research in Second Language Acquisition focuses on theories which foreground the agency of multilingual learners in how they process input as their language faculty develops. As such, I recognize each student’s individual interaction with the input provided in the classroom context. To that end, I work towards creating a collaborative environment where both the instructor and the learners work to identify and fill knowledge gaps. I develop and maintain positive relationships with my learners by recognizing my role as a support in their own personal development. I also encourage the use of multimodal input found online and on social media platforms to foster learner engagement with the target language beyond the classroom. For example, I assign students the task of choosing a blog, Instagram account, or some other online platform where they will make a weekly comment in the target language.
It is important to provide frequent opportunities for feedback, particularly when it comes to the area of task assessment. In assessing my learners’ progress through weekly quizzes and other feedback tasks, I use the assessment as a springboard for further discussion and learning. This can take the form of reviewing the answers together in class, giving learners the opportunity to make corrections to their work. Framing language acquisition as a by-product of communication, in assessing the progress of my learners, I use the Dynamic Assessment model to check for language development using implicit feedback strategies like comprehension and confirmation checks to more explicit feedback which overtly highlight the functions of language.
I consider language learning as an active and ongoing process. I stress this idea in my classroom by ensuring that my learners are actively engaged in tasks by engaging as many senses as possible. By framing language learning within a cultural context, I believe that learners leave my classroom more informed and more confident to engage with the target language.