Sarah Wroblewski

Teaching Philosophy
Updated Summer 2019

Teaching Philosophy

I did not initially want to be a language teacher. I enjoyed learning Spanish but I did not

see it as a career until I had the opportunity to travel to Spain. While there I realized how

incredible it was to be able to communicate with people in their native language. At the

Universidad de Salamanca I used Spanish to discuss politics, literature, and daily life with people

from all over the world. The Spanish language became my gateway to a global community where

I could participate. As a teacher, it is my goal to create similar opportunities for my students.

Learning a foreign language opens many doors, whether these are occupational advantages or a

stronger acceptance of cultural differences. I want my students to gain the skills necessary to

interact in Spanish both inside and outside the classroom and support them in becoming lifelong

language learners.

My first aim as a language teacher is for my students to gain both communicative and

linguistic competence in Spanish, or to be able to negotiate meaning as well as recognize form

(Larsen-Freeman & Anderson, 2011). I believe, like Steven Krashen does, that you need

comprehensible input in order for language learning to occur (Larsen-Freeman & Anderson,

2011). This “input + 1” is slightly above the level of what students understand. My goal for

verbal target language use is the recommended 90% (Crouse, 2012). I make this language input

understandable through the use of visuals, realia (real objects), gestures, altering my voice, and

modifying my vocabulary. For example, when I introduce myself on day one, I speak only

Spanish but show students pictures relating to my life and use cognates, or words that are similar

to English. Afterwards almost all students report that they could understand what I said. Another
example of input is my frequent use of written and spoken authentic texts within my classroom

to present language created by native speakers for native speakers.

I also want my students to be able to communicate with each other and native speakers.

Students gain this competence through communicative activities such as conversations,

interpersonal writing, and presentations. One that I use in my classroom is called an information

gap activity where students have meaningful interactions with peers (Larsen-Freeman &

Anderson, 2011). For example, students might write out directions to a location on a map then

describe it to their partner in Spanish, who then follows them and sees if they end up in the

correct place. Another example is one student asks about particular items in a store and their

partner gives them the prices. I similarly use presentational and interpersonal assessments. For

example, students may discuss a personal experience in a small group, or write a text message to

a friend. I am always looking for new ways for my students to communicate in realistic

situations.

While communication is essential to language learning, I still believe that learning a

second language requires a focus on grammatical form. Some researchers found that even with

good input and interaction, students will not acquire a language without paying attention to

linguistic data (Ortega, 2009). To achieve this “attention”, I focus on grammatical patterns and

compare them with English. Sometimes I use inductive inquiry-based activities where students

figure out grammar rules for themselves, such as a dialogue including a new verb form that

students then apply without grammar instruction. Other times I present grammar through

deductive explanations where I explicitly present the rules. I believe teaching grammar allows

students to develop a fuller understanding of Spanish and gives them insights into how language
works in general. Some of my students say that after their Spanish grammar instruction, they

were better able to write in English!

In addition to communication and grammar, my students and I consider cultural

connections to daily life in Spanish-speaking countries. This involves development of various

forms of cultural knowledge and skills such as investigation, interpretation, interaction, and

critical cultural awareness (Byram, Gribkova & Starkey, 2002). Helping students to take an

objective perspective when examining cultural practices and products and then reflecting on the

experience allows them to compare and contrast cultures more deeply. One example of an

activity that I use to help develop these skills and knowledge is through the weekly presentation

of a song from a Spanish-speaking artist. We listen to it together and examine the linguistic

material, content, and cultural context. Other intercultural activities include comparing and

contrasting pictures and information about classrooms, foods, and houses from around the world

in the lower proficiency levels and debates or discussions taking multiple perspectives on

controversial topics in the upper levels. These connections allow students to develop intercultural

skills they can use later in life, whether they are travelling or simply interacting with individuals

from different backgrounds.

Another related goal I have is to give my students the tools necessary to become lifelong

language learners. We practice strategy training to develop skills they can use throughout their

lives (Larsen-Freeman & Anderson, 2011). Simple strategies like creating flashcards can work,

as can more complicated ones such as using graphic organizers (e.g. Venn diagrams, word

webs). I also try to incorporate reading strategies like anticipation guides and highlighting

(WestEd, 2015). Discussing these strategies and helping students figure out what works for them
builds their metacognitive ability (thinking about their own thinking), a key component to

becoming a lifelong learner.

Through my past teaching experience I’ve realized that the more ways I present

information, the more students I am able to reach and help succeed. Students have strengths in

many different areas, from kinesthetic learners who need to move around to visual learners who

need graphics (Larsen-Freeman & Anderson, 2011). This also makes sense with my background

in psychology, as memory research shows that the more connections you make to information

and the more you practice it in context, the better you will remember it (Ortega, 2009). As a

result I use a variety of teaching techniques and present information through different modalities

in my classroom. In my clothing-based unit students read an article, play a memory game, create

and act out a role-play about trying on clothing with a partner, watch a musical commercial, and

choose clothes to “buy” off of a popular Spanish website. This wide range of activities helped

reach all types of learners and kept students motivated as the activities we used relate to their

daily lives (Larsen-Freeman & Anderson, 2011).

None of these learning aims could be effective without a comfortable, safe learning

environment. Learning and speaking a foreign language can be an intimidating experience.

Students may create psychological barriers against learning a language and lose motivation

(Larsen-Freeman & Anderson, 2011). As a result, it’s important to create a welcoming, positive,

and fun place to learn where students can feel at ease. First comes my relationship with my

students. I aspire to have a warm and compassionate attitude at all times. I get to know my

students on an individual basis, learning about them as people by chatting with them in Spanish

about their lives outside of class. Through these relationships I can build engaging classroom

activities that relate to their interests and daily lives. I also ensure my students are allowed to
take risks and make mistakes in class, especially when speaking. I find that this strategy of

allowing mistakes not only helps them focus on the message they wish to convey, but also

increases willingness to participate.

Finally, I believe that teaching is never a set skill but something that evolves and changes

over time. Every day I evaluate myself on whether I am reaching my goals. During each unit I

use formative assessments like exit tickets, checks for understanding, homework, student

feedback, and self-evaluation to see what I need to change. For example, if we learn about

quinceañeras in class but students cannot explain what a quinceañera is on an exit ticket, I know

I need to review or teach the content in a new way. I also highly value student, parent,

administrator, and colleague feedback. Positive feedback and constructive criticism from outside

sources help me self-reflect and modify my teaching to best reach the needs of my community.

To evaluate communicative and linguistic competence I use more summative measures like

rubric-based tasks. For instance, for our food unit I have students discuss healthy food choices

with a partner and grade them on fluency, comprehension, and accuracy. Finally, I measure my

success in helping students become lifelong learners by having them use the strategies we

discuss in new contexts and self-reflect on which strategies work best for them.

Although I am a teacher, I also learn every day from students, colleagues, and research.

Like my students, I aim to be a lifelong learner and this is one of the main reasons I pursued my

masters in foreign language teaching. I want to continue this teaching and learning cycle for

years to come in any role I fill, from high school educator and beyond. My hope is that through

my teaching I will be able to inspire in my students a passion for language and open doors to a

global community in which they are active participants.

 References

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in

language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.

Crouse, D. (2012). Going for 90% Plus: How to Stay in the Target Language. The Language

Educator. Retrieved from

https://www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Oct12_Article.pdf

Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching

(3rd ed.). Oxford, UK: Oxford University Press.

Ortega, L. (2009). Understanding Second Language Acquisition. London, UK: Hodder

Education.

WestEd. (2015). Reading Apprenticeship. Retrieved from

http://www.wested.org/project/reading-apprenticeship/