Personal Philosophy of ESL Education
All learners deserve an equitable education where needs are met, learning is fostered, and talents and abilities cultivated. Today’s general education classrooms are filled with many culturally and diverse learners and it is the role of every educator to meet their learning needs, celebrate diversity, and encourage a growth mindset with all learners.
As educators, it is our role to provide sheltered instruction in order to make language and instruction more accessible to emergent bilinguals. It is also the role of educators to develop competence both socioculturally, sociolinguistically, and communicatively so that ELLs can function, communicate, and thrive in social and cultural settings. Inside the classroom, providing comprehensible input and offering the appropriate modifications allow ELLs to confidently become part of a language and learning community. While outside the classroom, their linguistic competence develops in a multitude of social settings allowing them to be a part of a greater language community.
Learner collaboration is essential to language growth in the classroom. Their contributions to both academics and language development are paramount to the overall success of the class as a whole. These cultural and linguistic contributions are an advantage to the learning community and should not be viewed as deficits. Additive Bilingualism should be implemented in order to develop their L2, while maintaining their L1 abilities. While BICS are important to develop, learners must be pushed beyond these capabilities to develop their CALP. Through daily growth in the four domains of language, ELLs take on a role of teacher and student in our classroom. They become readers, authors, speakers, and listeners as they develop skills in the following 6 Cs of Education: collaboration, communication, content, critical thinking, creative innovation, and confidence.
As an educator of emergent bilinguals, it is crucial to be familiar with and use theories, models, and methods as a foundation to teaching and learning. Of these, Krashen’s Monitor Model provides a foundation for the language learning process in our classroom. Krashen’s 5 hypotheses, as a part of his Monitor Model, explain much of the process of second language acquisition. The Acquisition-Learning Hypothesis makes clear the distinction between acquiring and learning a language. Sources of natural communication between me and learners and among learners themselves, help provide these opportunities. Kagan Cooperative Learning Structures help build these skills. The Monitor Hypothesis clearly describes the editing or monitoring that speakers do in the SLA process. Using conversation partners, especially between newcomers and native speakers, offers a safe environment for these learners to monitor their errors and develop their English Language Proficiency. Comprehensible input, achieved through the implementation of the SIOP Model in our classroom, supports The Input Hypothesis which most accurately explains how languages are best learned. It also represents the ability to learn as a result of the concept of i + 1, which pushes learners beyond their level of knowledge. Exposure to rigorous curriculum, authentic experiences, and thematic learning helps achieve this concept. Finally, the Affective Filter Hypothesis clearly describes how learners can filter out input when emotional variables negatively impact language learning. We as educators must provide a safe learning environment where CLD learners feel confident enough to take risks without fear of this barrier negatively impacting their language output. This is a reality and an expectation in our classroom.
Going forward, it is imperative that educators of emergent bilinguals continue to educate themselves, implement best practices, expose learners to effective language strategies, develop authentic assessments, and make personal connections with our learners. We must advocate for learners and families and be their voice when they feel they have none. We must be agents for change in policies of the rights of individuals, multilingualism, and education in general. Educators must always fight for equitable education for all learners.
As educators, it is our role to provide sheltered instruction in order to make language and instruction more accessible to emergent bilinguals. It is also the role of educators to develop competence both socioculturally, sociolinguistically, and communicatively so that ELLs can function, communicate, and thrive in social and cultural settings. Inside the classroom, providing comprehensible input and offering the appropriate modifications allow ELLs to confidently become part of a language and learning community. While outside the classroom, their linguistic competence develops in a multitude of social settings allowing them to be a part of a greater language community.
Learner collaboration is essential to language growth in the classroom. Their contributions to both academics and language development are paramount to the overall success of the class as a whole. These cultural and linguistic contributions are an advantage to the learning community and should not be viewed as deficits. Additive Bilingualism should be implemented in order to develop their L2, while maintaining their L1 abilities. While BICS are important to develop, learners must be pushed beyond these capabilities to develop their CALP. Through daily growth in the four domains of language, ELLs take on a role of teacher and student in our classroom. They become readers, authors, speakers, and listeners as they develop skills in the following 6 Cs of Education: collaboration, communication, content, critical thinking, creative innovation, and confidence.
As an educator of emergent bilinguals, it is crucial to be familiar with and use theories, models, and methods as a foundation to teaching and learning. Of these, Krashen’s Monitor Model provides a foundation for the language learning process in our classroom. Krashen’s 5 hypotheses, as a part of his Monitor Model, explain much of the process of second language acquisition. The Acquisition-Learning Hypothesis makes clear the distinction between acquiring and learning a language. Sources of natural communication between me and learners and among learners themselves, help provide these opportunities. Kagan Cooperative Learning Structures help build these skills. The Monitor Hypothesis clearly describes the editing or monitoring that speakers do in the SLA process. Using conversation partners, especially between newcomers and native speakers, offers a safe environment for these learners to monitor their errors and develop their English Language Proficiency. Comprehensible input, achieved through the implementation of the SIOP Model in our classroom, supports The Input Hypothesis which most accurately explains how languages are best learned. It also represents the ability to learn as a result of the concept of i + 1, which pushes learners beyond their level of knowledge. Exposure to rigorous curriculum, authentic experiences, and thematic learning helps achieve this concept. Finally, the Affective Filter Hypothesis clearly describes how learners can filter out input when emotional variables negatively impact language learning. We as educators must provide a safe learning environment where CLD learners feel confident enough to take risks without fear of this barrier negatively impacting their language output. This is a reality and an expectation in our classroom.
Going forward, it is imperative that educators of emergent bilinguals continue to educate themselves, implement best practices, expose learners to effective language strategies, develop authentic assessments, and make personal connections with our learners. We must advocate for learners and families and be their voice when they feel they have none. We must be agents for change in policies of the rights of individuals, multilingualism, and education in general. Educators must always fight for equitable education for all learners.