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Running Head: ENGLISH AS A SECOND LANGUAGE

English as a Second Language
Name
Instructor
Course
Institution Affiliation
Date

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English as a Second Language
Statement of my ENL education philosophy in action
Since my childhood, I have always regarded myself as an ethnic boundary crosser. Being
a boundary crosser, I have experienced and gained knowledge of a vast ethnicity setting of
different people around me and across the entire world. I learned that openness to various
cultures is crucial and has helped in broadening my view and understanding of the culturally
grounded behavior. I have a feeling that such aspects are important qualities for every language
teacher. The awareness inspired and motivated me to join the ESL field. Being a student in an
exclusive ESL program, I have been capable of developing the initial motivation which formed a
concrete foundation where to ground my future teaching approach.
In my teaching philosophy action, I have a belief that it is crucial to consciously have the
knowledge of the concept that bases on what I teach and the mode or way of teaching. It is so
empowering for me to comprehend the concepts related to my field as well as be able to mirror
those concepts in my teaching approach. In consideration of the second language acquisition
concept, my personal teaching philosophy is grounded on social constructivist alongside concrete
pedagogical measures of language acquisition.
The salient features and strategy in my teaching philosophy
Established knowledge of the learner
I commence with the belief that all students in my classroom come with a preexisting
knowledge which interjects to the processing of learning. It is regardless of scientific knowledge
or lived experiences. I try to discover as well as exploit the knowledge alongside the personal
experiences. I then encourage my students to make the most of their potency and experiences, so

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as to develop their English abilities. For instance, it has come to my notice that most of the East
Asian students have high English grammar knowledge while they have a problem speaking and
its fluency. Thus, in such an instance, I stress more on the speaking part while I stress less on the
English grammatical aspects. This is because such students ought to acquire the communicative
skills or abilities.
Understanding the social/cultural functions of language
I have put as my obligation to instruct my students, besides the mechanic English lessons,
in the proper employment of the English Language. I set aside my time for the discussion of
different linguistic genres as well as discourses that are in the society. I stress on the notions of
the significance of academia. Through engagement and awareness of distinct genres as well as
discourse styles, my students can go through personal transformations that may lead to success in
the various academic and social settings. A good example of activity is teaching them through
email pragmatics where I ask my students to write mails to me requesting the extension of
certain essays. We then examine any logic errors or mistakes that are they committed in their
emails as well as analyze instances of logically correct emails to the professors. The students
finally correct their initial emails and resubmit them for credit. Most of the students have hardly
had such writing instructions.
Focus on a whole English language approach
I structure my lesson plans, bearing in mind of the whole language approach to the
language instruction through integrating of both written and oral language skills into those
activities that boost social interaction and are personally eloquent to my students. A good activity
that comprises of this approach is the peer feedback of the essays. I most often involve my

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students in peer feedback and have slight variations in every pursuit each time. Either through
groups of two or more, the students read the peer essays and offer a feedback either orally or
written. They then discuss the process of writing for those essays. The students are seen to enjoy
and benefit from such activities.
Encourage individual creativity throughout the learning process
One of the most under-exploited human characteristics is creativity in the context of
learning the language. I stress to my students the importance of creativity inboth writing and
speaking. For instance, it is a crucial aspect of developing, paraphrasing, avoiding plagiarism and
developing of ideas. Additionally, creativity is crucial in the verbal or oral production as it
assists in the facilitation of meaning where vocabulary is limited. Thus, I encourage them to take
advantage and apply language creatively to communicate or voice themselves, and numerous
opportunities appear in that mode of learning.
Development and maintenance of rapport and legitimate authority
Rapport is a crucial aspect in the classroom pedagogy. I believe rapport involves people
management skills than teaching only. Good management of a classroom helps in attainment of
rapport. Rapport does not only occur between students and teachers but rather between teacher
and the entire class in general. A class is made up of numerous and different individuals who
gather and get involved in social functions of a classroom. Rapport is a goal for me as a teacher.
I contest for legitimate authority over any challenges in the classroom and as a trained and
experienced teacher in language as well as teaching. I thus expect a particular level of attention
as well as respect from every of my students. I make all of my beliefs precise and clear through
the incorporation of some of the anticipations in my syllabus. It happens through discussion of

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personal thoughts with students when the need is as well as constant interaction with my
students. For instance, I incorporate cell phones as well as pagers into the syllabus.
Engage in a constant process of self-reflection and evaluation
I am a strong believer in a constant and consistent process of self-reflection of the
teacher, whereby self-evaluation is incorporated in lesson planning as well as overall teacher
development. Through this system, I feel that I can consistently progress and simultaneously
adapt to the changing necessities of my students. My constant reflection is grounded on
principles of the action research and incorporates annotated lessons, teaching journals and also
videotaped sessions. I strive to build and develop a full potential of my students in the English
language and learning context through the employment of...