Electronic learning: concepts and applications

English Language Learners

Philosophy of education is a study that has been around since the classical teachers. Socrates has a particular philosophy of education, which developed into a theory, the Socratic method. Educators throughout history have each had theories and practices that they decided were best used for their teaching methods and their classrooms. Some educators have used ideas and theories from those contributed by previous educators. Others have coined their own theories, practices, and educational philosophies. Regardless of the type of philosophy that one chooses, however, each educator does, indeed possess an educational philosophy. As an educator, it is important for me to state my own educational philosophy so that I can filter my classroom practices and materials through this ideal. In addition, as a teacher of English language learners, it is important that I declare an educational philosophy in regards to this field, so that I will not only have an understanding about the theories that I may adopt to teach students, but also which theories I believe are most effective. This paper will outline my educational philosophy in a unique manner. First, it will provide a background regarding English language learners, which reflects my understanding of the unique situation experienced by many English Language Learners today. Second, it will describe a particular English language learner, who can serve as a symbol for the differences among English language learners. Third, it will discuss the theories and practices that I find most applicable to her case. In this way, my educational philosophy is not only stated from a theoretical point-of-view, but is also conceptualized. This statement of my understanding and opinions is important because "well-prepared teachers have a greater impact on student achievement than do the influences of student background factors" (167).

II. Background

Today's education system is not necessarily conducive to the English language learner. Instead of smaller classes, where individual students can receive one-on-one instruction from teachers, many English language learners are placed in large classes with twenty or thirty other students who understand the English language well. Because of this, teachers are not always able to give their students the best chance of becoming competent in the English language, a proficiency that will allow them to continue to succeed in an English-based academic and business environment. Like any other discipline, the teaching of English as a second language can be conformed to fit with different teaching styles and teaching methods in order to cater to individual students and learning styles. Contrary to teaching in the past, which often focused on a teacher-centered classroom, today's teachers understand that a modification of their teaching styles to fit their students' learning styles and individual situations often has the best results. Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is a skill much different than math, science, or other academic disciplines. Instead, learning a language requires not simply the rote memorization of words and grammar, but instead the ability to synthesize vocabulary, grammar, and meaning in order to achieve fluency. Students "need opportunities to grapple with concepts by discussing topics in meaningful and productive ways" (151). Thus, the English language classroom looks for "meaningful discourse," as well as contributions from students that make that meaning (151). While enhancing the quality of education, this can make teaching in this environment rather difficult.