Beatrice Hersh-Tudor FRE496 Philosophy of Foreign Language Teaching

Course Position Paper

In this paper, I am first going to give you a brief summary of my philosophy of foreign language teaching. I will then illustrate how various elements of language instruction operate within this philosophy. Summary In the past, my theory of teaching foreign language was based solely on my experience as a student in a variety of foreign language classrooms. However as I have researched, discussed, observed, and even taught, my now changed philosophy has been influenced by the information I have received. It is commonly known that people dont learn as well when simply exposed to information. As a teacher, it is my role to provide a system of learning where the student can discover and understand the need for foreign language knowledge on their own. The most important idea within this system is the knowledge of how to learn a foreign language. If a student knows how to learn, they will be able to follow interests and class content on their own as well as in the classroom. Like other subject areas, a foreign language classroom requires a safe, challenging, and encouraging environment. This environment needs to be as authentic as possible and lessons are standard-based for a well-rounded, complete curriculum. Classroom Management and Teaching Style We must impress upon our students the importance of learning a foreign language. We can do this by using a mixture of listening, speaking, writing, and reading tasks. Within these tasks are clues to a world which cannot be seen through anything other than knowledge of the target language and culture. Some written works have never been translated out of French, and most modern music is not translated out of its original language. One of the five national standard sets, Connections, addresses the fact that our students need to recognize the importance of learning foreign languages. There are a plethora of reasons, one of which is described in the book, Language in the twenty-first century: selected papers of the millennial. It says that Language is of course a very personal and very emotional matter. It is one of the primary means whereby we define

ourselves, and ourselves in relation to other people. It is also one of the major socially sanctioned devices for public display: appearance matters, affect matters, but perhaps the most effective means of imposing our personality, and also our will, on others, is through the effective deployment of language. Our worldwide social circle become bigger with each language we learn. There are various methods of teaching foreign language, and immersion is considered the uncontested method. Though immersion cannot truly be brought to a foreign language classroom, it can be mimicked. The purpose of the top-down approach is described in the fourth edition of Teachers Handbook as giving the student a clear and whole picture of hoe the words and structures they must learn are contained in a context that makes these elements meaningful to the overall message. (Shrum, 60).The use of the top-down approach to FL learning has grown on me as I read and gave lessons this semester. It would be useful to combine many approaches in a foreign language classroom. As in the bottom-up approach, simply giving word lists and grammar exercises does not excite the mind and inform of the benefits of FL knowledge as does reading a comic strip or listening to music in the target language. This comes not only from reading, but from personal experience. Arguments against both approaches (bottom-up and top-down) are valid, though a solution exists. In the article, Focus on Form Instruction: Foundations, Applications, and Criticisms. by Alex Poole, a solution is given which I have heartily adopted. If I could use a decent balance between the two approaches in my classroom, my students would get the structured grammar instruction they may need and they would see its importance and usefulness at the same time. One of the most important classroom requirements, for me, is the use of French as much as possible. This does not come from personal experiences with teachers who used it all the time, but from research and seeing the effects of the TL not being used in the classroom. In an article entitled. Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom, student teachers participating in a study weigh the pros and cons of TL use in their classrooms. Many of them began with the intention of using the TL constantly, but reported later that they had to desist for a variety of reasons. For example, they found that the students were unable to retain enough of the TL to understand what was being

said, the students lacked motivation, or they did not respond well because their regular teacher did not use the TL when conducting lessons. There are many ways to combat this, however. The article states, and I agree, that anticipating student reactions can help. Because I plan to use French in my classroom I will discuss with my students why I will use French and how they ought to listen (i.e., dont hang on every word, try to understand the main ideas). Giving the students a list of questions they can ask if they are confused is something I will do the first day of class. I wish I had such a list when I was in Checkpoint A and B level classes. Another important part of classroom management is the physical classroom environment. There are many components which make up the ideal classroom environment. I, as a teacher, must be impeccably organized. This is something that has always been a bit difficult for me, but several materials we received this semester have aided me in my ability to be more organized. Our guest speaker gave a delightful list of methods to keep good classroom management. I especially enjoyed the idea of having an obsession, hers being flamingoes. Mine, as it happens, is bees. Though I believe the classroom ought to be decorated with images and suchlike from the Francophone world, adding something personal such as bee images or stuffed animals would help create a unique environment. I have always seen a list of rules in English and in French in my classrooms, and halfway through the semester the English would be taken down. I would certainly add this to my classroom. This leads me to expectations. My students must know exactly what I expect from them not just in assignments, but in the class overall. In a 2009 article from the Modern Language Journal, Alan V. Brown states that for some students a mismatch in expectations for classroom teaching may result in disillusionment, regardless of achievements or grades. I have seen over and over again the effects of students being unknowledgeable as to the teachers expectations: frustration, stress, and de-motivation. My students will also know that I care about them and their education. Encouragement is vitally important in a foreign language class, because everyone learns at different levels and has different strengths and weaknesses. As is mentioned in the handout, Some Types of Language-Promoting Assistance,

helping by asking questions with more than one answer, increasing wait time, and leading open discussions are only a few ways to adapt a lesson to meet needs created by diversity in a classroom. Assessment Assessment in a foreign language classroom is not just about the grade. Many of todays students are under the assumption that school is about grades and what you can put on a college application. It is my job to show students that assessment is there to see how they can be helped. It is important to show the student where they are in comparison to your expectations, where they need to go to meet the expectations or go beyond them, and how they can do so effectively. My students will receive a form of rubric for each major assignment at least. These expectations will be thorough and not only show how they can meet my expectations but how they can go beyond if they so choose. Teachers not only have to take into consideration that students might lag behind, but there may be students who will jump ahead. Exams such as the Regents are often dreaded, but it is necessary that I make my students aware of the benefits these exams hold. The information on these exams is not trivial, it is all necessary to being able to speak a foreign language. There are various forms of assessment. I do not believe in regular exams and quizzes, I believe in practical uses of the information. Written work, spoken words, using the language to create something is assessing how well the student knows the material. They may know the correct verb form, but can they actually use it? Feedback Truscotts article, The Case Against Grammar Correction in L2 Writing Classes makes many valid arguments against using any grammar correction at all in a foreign language classroom. I must disagree with much of the article, though I believe that feedback is something to be given cautiously. This is perhaps one area in which I will have to truly look at my students individually. For example, when I was in high school, I appreciated seeing red marks on my assignments and taking in the technical details of the mistakes I had made. Most of my classmates did not. Most of my classmates, however, also did not go on learning French after they were

finished the Regents exam. It is therefore very important to assess the interest of the student to determine whether or not certain forms of assessment are beneficial or potentially harmful. It is not beneficial, however, to let students continue making mistakes uncorrected. In my classroom, I believe I will correct only the grammar being studied at the moment and consistent mistakes. I also believe in helping the student to find the information needed to correct their mistakes themselves. If I write the type of error they made, they can look up the specific details. Aiding students I know Ive already touched a bit on encouraging students, but I would like to expand and add to my previous discussions. When I was starting to take French classes, I already had heard about the critical period for language learning. At that time it was believed that the critical period pertained to all aspects of foreign language learning, so I had a personal mental stigma against my own abilities. Many students today have expressed the same feeling of inadequacy pertaining to age or lack of self-confidence. I tell them now that the critical period is not important to them. We arent machines that can be programmed to stop learning abilities, I told one student. I didnt start learning French until after the critical period was said to be over and I consider myself quite good. There is a plethora of ways to aid students that I have not mentioned. Checking for understanding, guiding in the target language and using teacher French are a few. I may have to remind discouraged students of the usefulness and benefit of learning French, and one way to do this is by introducing them to cultural information that they find interesting. This is where projects come in, because students are often free to choose a topic that interests them. A book entitled. Motivation, language identity and the L2 self says that students ought to look at what they want to be, their ideal self. If their ideal self speaks any language in the world, the knowledge will serve as a motivator. Growth and Learning as an Educator An article entitled Students and Teachers Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals states the following about the status of teacher and student beliefs about foreign language learning: Teachers and

students beliefs about L2 acquisition are not only experiential but also dynamic, socially constructed, paradoxical, changeable, and contextually situated. This means that philosophies can and will change. Any classroom situation, set of rules, or event which proposes contrary ideas to those states in my philosophy can influence me to make new judgments or try new things. The best way to make sure they change for the betterment of my students learning experience is that I reflect constantly. If I find that something isnt working, I might have to change it. It is important that I discuss these reflections with others, particularly mentors or more experienced teachers. This way I can make sure that my time in the classroom with my students is time spent effectively. It is always possible that a negative experience will lead me to make uninformed decisions. For example, if I have a class of students who do not show the slightest interest in learning, I might end up frustrated and giving grammar worksheets day after day. I will restate that the best way to avoid this is to reflect and communicate with others. Asking questions of more experienced teachers is also the mark of a great student teacher, as we discussed in class. After all, no one should be afraid to ask questions, as a student or a teacher.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327. Retrieved from EBSCOhost. BROWN, A. V. (2009), Students' and Teachers' Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals. The Modern Language Journal, 93: 4660. doi: 10.1111/j.15404781.2009.00827.x