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My Philosophy of Teaching a Foreign Language

Teaching and learning a foreign language is a challenge; not only for students, for
instructors as well. For this reason, educators should bring different methods of teaching to the
classroom, in order to reach every single and unique mind. I have learned from personal
experience, as a student then as an instructor that in a classroom of a foreign language the
incorporation of certain tools for teaching is necessary. These tools will play an important role
for students. Besides methods and strategies, a foreign language classroom should be focused on
the students rather than the teacher. For this reason, in my communicative language classroom
the students will be the focus of any activity. Further, my instruction incorporates the cooperative
learning, the use of technology, and the implement of cultural elements on every lesson.
A communicate approach is crucial when students learn another language, because it will
enable them to produce an outcome in the target language. But it turns tough when students are
beginners. For this reason, the use and incorporation of cooperative learning is valuable. This
approach enables students to practice without fear of making mistakes with the new language. I
consider the regular use of implement of cooperative learning necessary. These groups of
learning are crucial for positive outcomes in the learning process. Cooperative learning offers
more opportunity for language development and for integrating language with content through
increased active communication (Kesler, 1992). Even more, when the instructors know the level
of proficiency of each student, he or she will make plans to group students.
Additionally, in my classroom I will implement students-centered to makes the class
more dynamic and meaningful. The use of this strategy enables students to interact with different
peers and without being judge or criticized by his/her classmates. In student-centered learning

environments, classroom topics are relevant to students lives, needs, and interests, and students
are actively engaged in creating, understanding, and connecting with knowledge (McCombs &
Whistler, 1997).
One of the other helpful artifacts that can enrich a language classroom is the use of
technology. Through technology, I will able to show other cultural practices, traditions, countries,
and people in the target language. In my classroom, I plan to use on a daily basis games and
meaningful activities to allow my students to practice their writing, playing, listening activities,
and working at their own pace.
In the best language education happening today, the study of another language is
synonymous with the study of another culture explains Cutshall (2012). A classroom of foreign
language should have real artifacts or materials that enable students to learn more about the
language and its culture. I have learned that an instructor should work with themes in order to
make it easy to conduct and manage different cultural approaches and to enrich students
knowledge with more than language and lessons in the classroom.
I have learned the importance of using some strategies and activities that are very helpful
in a foreign language classroom. I have used all of these in my teaching process and I consider
them valuable. I have had many types of instructors through my life, and I conclude that in my
foreign language classroom, I want to be an approachable educator who inspires and supports my
students inside and outside the class.
References.
Cutshall, Sandy. (2012). Integrating Cultures in Your Language Classroom. Journal for

The Language Educator. 32-36.

Kesler, Karolyn. (1992). Cooperative Language Learning: a Teacher resources Book.
Indiana University: Prentice Hall Regents.
McCombs, B. & Whistler, J.S (1997). The learner-centered classroom and school: Strategies for
increasing student motivation and achievement. San Franscisco: Josey-Bass.