Teaching Philosophy as an ESL

Teaching Philosophy

As an ESL teacher, my most immediate and practical goal is the delivery of effective instruction that promotes English fluency in all students. With that core goal in mind, I have developed a teaching philosophy that blends and borrows from a variety of theoretical traditions including progressivism, pragmatism, and humanism. What these three theories share in common is a respect for the individual as well as respect for social harmony.

My students are by definition a diverse group of individuals from a wide range of backgrounds. They have different worldviews and different personal and academic goals. I intend to foster diversity by promoting the personal development of all students within the framework of the ESL classroom.

English has become the lingua franca of the world, necessary for the financial and social success of my students. Not only for their achievements in this country but also in other countries, students with English fluency ensure their future will be full of possibilities. At the same time, I recognize that English is only one of many hundreds of global languages. Far from creating a monolingual classroom, I will promote linguistic diversity and cultural exploration. My students need to capitalize on their multilingual heritage, which I will foster based on a teaching philosophy that is rooted in progressivism and humanism.

With a practical eye cast on the founding father of American education, I honor John Dewey's emphasis on pragmatism. This is why my classrooms are structured with pragmatism in mind. Students need hands-on ways to apply what they are learning both inside and outside the classroom. Active learning and frequent field trips to enhance classroom activities will promote pragmatic learning in the tradition of Dewey. Pragmatism is especially important for English language learners, because the essence of language is communication. Learners cannot master a language without regular instructive interactions with their peers and other members of the society. The pragmatic tools I use in the classroom vary to honor the diversity of learning styles, too. It is the pragmatic leg of my teaching philosophy that focuses on the daily activities and assessments that ensure students' second language acquisition.

Teachers too often rest on their laurels, ignoring opportunities for personal and professional development. Integral to my teaching philosophy is continual learning for both my students and me. My teaching philosophy centers on four main concepts, which can be represented by the acronym DEAL: Diversity, English, Application, and Long-term Learning.

Students learn a great DEAL in my classroom. With my students, I make a DEAL that I shall support each and every one of them in the achievement of their academic and personal goals. I honor and value different learning styles. We shall set goals together at the onset of each class. Collectively, the class establishes goals that are meaningful to them and which promote collaboration and cooperation within the diverse classroom. Goals are related to the students' vision of a more perfect world, which hearkens to my progressive teaching philosophy. I view education holistically. Students are developing their character and their values in addition to facts and figures. Language learning is a critical component of character development because language mastery enhances cross-cultural communication. A fellow teacher offers a powerful statement on the role of progressivism in the classroom: "In a progressivist classroom, teachers plan lessons to arouse curiosity and push the student to a higher level of knowledge. The students are encouraged to learn by doing and to interact with one another. This develops social virtues such as cooperation and tolerance for different points-of-view," (Wilt 2003). A progressive teaching philosophy acknowledges the persistence and potency of change. Optimism and creativity will motivate my students to achieve, inspiring their curiosity and ability to think critically.

The means by which I will achieve my teaching objectives include the use of proven classroom management techniques, the implantation of creative cooperative learning strategies, and the use of multiple types of technology and multimedia tools. Classroom management techniques do not diverge from my core teaching philosophy. I support diversity, acknowledging instances in which behavioral issues are linked to cultural norms. I use behavioral systems of classroom management wisely, understanding that reinforcement theory does often work as a means of motivating (or deterring) student behaviors. Socialization is integral to the ESL classroom, which is why I want to cultivate a diverse learning environment in which all students can socialize each other and teach each other about their cultural and linguistic heritages.