My Academic and Professional Pathway to Become a Second Language Teacher

  Hi, my name is Xinyi Huang, and you can also call me Margo. I come from Shenzhen, a beautiful city in China. Movies and books are my favorites. Before this course, I have learned English for more than ten years and got a BA in English major in China. In 2021, I was admitted to HNU & UD TESL dual degree program and finished my first semester in China, courses include TESL, Human Development, Diversity in ESL Classroom. Through the learning, I laid a solid foundation on ESL with a theoretical basis and learned various teaching methods, techniques, principles, etc.

  In terms of the theoretical basis of language learning and teaching, I gained knowledge from reading some books and having lessons in the last semester. Krashen's Input Hypothesis gave me an insight into the features and process of language acquisition, in other words, what is happening when a learner acquires a language. I realized the importance of the 'i+1' input, giving students comprehensive input that is just beyond their current ability but still challenging to reach under help (Krashen,1985). In addition, the output of language is also important for students to build their language knowledge and skills (Swain, M., 2000). Moreover, I think it is of vital importance to share with my students the culture of the target language and at the same time consider Culturally Responsive Pedagogy(CRP) so that fewer conflicts will occur when students are exposed to a foreign language and culture. Finally, I will try my best to make my students love learning the language and love learning in my class since students can better receive the input when they have good feelings towards the learning and language according to Krashen's Affective Filter Hypothesis.

  Regarding teaching methodology, CLT(Communicative Language Teaching) is one of the approaches that inspire me the most. In the late 1960s, a group of linguists represented by Noam Chomsky questioned Situational Language Teaching that only teaching standard language structure can not fully satisfy the learners' needs of developing communicative competence (Richards, J., & Rodgers, T., 2001). According to CLT, meaning is paramount, teachers should prioritize teaching the meaning of words, sentences, dialogue, etc. Learning is based on context, and there are purposes and relative participants when using the language. Also, any device that benefits learners is accepted, students' L1 can be used if needed. Learners are expected to use the target language to communicate, communicative competence is the desired goal. Besides, motivation, interest, needs of learners are emphasized when designing a lesson. (Finocchiaro, M., & Brumfit, C., 1983). Except for CLT, I also gain a lot from the study and practice of project-based language learning, task-based language learning, and so on.

  What's more, interaction, collaborative learning, student-centered teaching are principles I value. According to Vygotsky, "Cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partner's co-construct knowledge" (McLeod, S. A., 2018). Therefore, when it comes to the development of learning and cognition, emphasis is put on interaction in social and cultural contexts.

  Generally, I was prepared with a theoretical basis and the knowledge of multiple teaching methods and techniques. By learning Krashen's hypothesis I understand the rationale of giving effective lessons, by learning from Chomsky and other linguists I realize teaching language is not just about the structure of language. By taking lessons and practicing making lesson plans I see the benefits of various teaching methods and principles. As for now, I can't wait to start a new journey on ESL this semester.

Reference:

Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: from theory to practice. New York: Oxford University Press.

Krashen, Stephen D. The Input Hypothesis: Issues and Implications. London: Longman, 1985. Print.

McLeod, S. A. (2018, August 05). Lev Vygotsky. Simply Psychology. www.simplypsychology.org/vygotsky.html

Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed., Cambridge Language Teaching Library). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667305

Swain, M. (2000). The Output Hypothesis and beyond: Mediating acquisition through Collaborative Dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97-114). Oxford: Oxford University Press.