My sense of belonging to a new culture and environment has had an impact on the way I see language development. Growing up in Colombia and living in different countries expanded my perspective as a learner and re-orientated my career as a Journalist into the education field. I decided to become a teacher when I studied French in Montreal and experienced a successful immersion program. Being exposed to the target language, interacting with students from all over the world, and having the opportunity to observe effective teaching practices determined my views on the learning process. The struggles I faced as a language learner contributed to my passion for supporting others to have a real connection with their learning and understand failure as a way of succeeding. This approach defines my teaching philosophy and the techniques I implement in order to provide a valuable learning experience.

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Over the last few years, I have taught and tutored students of different ages and levels in traditional and virtual classrooms. Based on my beliefs, I have organized different strategies in order to help learners achieve their goals. The first strategy is promoting interest in languages and cultures. The second one is to prepare learners for using the target language in real-life situations. And the third one is encouraging students to participate through digital tools and various materials implementing the four language learning areas: speaking, writing, listening, and reading comprehension.

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During my classes, I always start with something I consider a fundamental question. What is the purpose of learning a foreign language? If learners are able to reflect and find value or interest in the subject, they will appreciate the time they spend in the classroom and the reasons for learning something that could not be related to them or their environment. Inquiring and thinking critically about expectations on how they will use the language is essential for students’ growth as they move forward and connect with the target language.

 

My goal as a teacher is to motivate students to develop language skills through real-life conversations that are easily applicable to their lives. Based on this principle, I design specific small groups or pair work activities such as role-playing, games or discussions in order to increase more authentic use of the target language. "Tasks should be as authentic as possible, incorporating real contextualized language with application outside the activity itself" (González-Lloret,2016).

 

I also focus on presenting language in context by introducing expressions, grammar, or particular vocabulary to prepare students for classroom interaction. For example, when learning about countries, I have students search information using websites in Spanish so they can explore the language and apply it outside of the classroom. If we are learning about food, I introduced role play activities using authentic expressions on how to make an order or ask for the menu in different Spanish speaking countries. This way, learners will encounter a more meaningful experience and feel motivated to participate actively. Furthermore, I based my lessons on the 5 C’s of ACTFL for language learners. Once students obtain knowledge, analyze, communicate and present information in Spanish, they will be able to interpret, acquire information (connections), demonstrate an understanding of the concept of culture (comparisons/ European and Latin American history and culture), and use the language around the world (communities).

 

I believe every student is unique and should learn at their own pace. For this reason, I consider that integrating technology into the curriculum is essential to enhance the learning experience. In my previous experiences as an online teacher, I had the opportunity to see students successfully connect with others, provide feedback, and develop self-correction. "Technological tasks should also provide an added benefit beyond the learning of language; they should help develop skills to use technology outside class, increase learners' interest in the L2 culture, gain pragmatic abilities, and the like". (Chapelle, 2014, as cited in González-Lloret, 2016). 

 

In this journey, I realized the importance of implementing digital tools to monitor students' progress and set up clear objectives that allow them to achieve their goals and take control of their learning. I utilized videos, storyboards, social learning platforms, and interactive quizzes to keep my lessons dynamic and accessible to all. The influence of technology is increasing into every area of our lives, but possibilities for educators are endless. Organizing and producing strategies to help Spanish learners communicate beyond the classroom is necessary for their growth and success. "Technology has reached a point where it should be considered not only as a supplement to teaching or a resource for teachers but also as an opportunity for autonomous learning. A technological approach to language teaching rests on its own unique set of principles, including a new understanding of the nature of language". (Larsen-Freeman& Anderson, 2011).

 

I have been learning from my students; by walking together, we overcome common frustration and fears as we move forward to set our goals through dedication and practice. Learning a foreign language is about being a human, it is about trying, practicing, enjoying, and struggling. I also believe that by learning a new language, you learn about yourself, your identity, personality, and values. You become humble, compassionate, and generous. Learning and teaching are no more than life itself with their obstacles and open doors as I continue to look for more ways to enrich my language classroom.

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References

 

Gonzalez-Lloret (2016). A Practical Guide to Integrating Technology Into Task-Based Language Teaching. Washington, D.C.: Georgetown University Press.
 

Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching. Oxford: Oxford University Press.