Conceptions: For each of the following dimensions, write 1 conception (a belief, assumption, principle, view) that is important to you as a language teacher and that guides your decisions.

Language (What is your view of language?)

• It is equally a means of communication and a badge of identity and pride (or sometimes of shame).
• Mastery of at least one language is essential for full functioning; for learners who are not yet proficient in their first language, a teacher must encourage its development as well as that of the L2.
• It expresses culture.
• It is an instrument of power that can be abused.

Culture (What is your view of culture?)

• When I teach language, it’s essential to consider, respect and include the students’ cultural heritage
• To a large extent, language and culture are inextricable
• I need to respect and include the students’ cultural heritage
• Culture must be part of the curriculum: Students need to learn the culture of the L2 as well; in an ideal world, that can be done as a two-way exchange: both learning about the target culture, and the target culture (and other students) learning about them.

Subject Matter (What topics do you include in your classes beyond language and culture?)

• Must be relevant to personal experience and individual goals, and as authentic as possible.
• I would like to include stories — first-person and traditional tales from around the world — as representative of real-life and archetypal, universal experience. I would like to use, among other things, materials related to oral and social history, popular culture and folklore.
• I’m also interested in using multimedia (when setting permits) to communicate and illustrate ideas: audio, video, photography, and if possible would like to experiment with putting these documentary tools in the students’ hands.
• Naturally, lesson plans must be build on, or be built down to, language usage that the students will need in their target situation. I will work linguistic essentials appropriate for their level, from to vocabulary to grammar to discourse, and will do that with an interweaving the listening, speaking, reading and writing.

Learners (What is your view of learners?)

• They are potentially fragile beings — curious, brave, experientially rich — who need a lot of positive reinforcement, intellectual challenge that’s suited to their level, a growing feeling of satisfaction that they are progressing toward their goals, a sense of camaraderie with their classmates, and comfort in the classroom.
• They need to know they are visible: responses acknowledged positively, progress praised, challenges addressed, experience honored and included.

Learning (How does learning occur? What are the essential conditions?)

• When motivation is fostered by addressing goals, interests, personal history, relevant topics.
• When affective filter is low and group dynamics strong.
• When intellect and curiosity are engaged
• When the student can tie what they’ve learned to something they already know, or can otherwise conceptualize concretely (e.g. “knowing what something is by knowing what it is not”)
• When all learning styles (visual, kinesthetic, auditory, etc.) are included in the teaching, so each student has an opportunity to learn in their optimal mode.
• When the students’ own prior experience is recognized.

Teachers (What are the teacher’s essential roles and responsibilities?)

I see this as the other side of the coin of the Learning section above. The teacher is the one who makes those things happen. Additionally, to be:

• Director, counselor, cheerleader, observer, ringmaster, presenter, actor, critic, humorist, leader, instigator, counselor
• Expert, but not all-knowing
• Human (with agenda) but not advocate, and never letting opinion slip into the realm of fact
• Energetic, inspired, sensitive, creative — even when I don’t feel those things
• Adaptable to mood and responses of students

Teaching (What is your view of teaching?)

• Adaptable, flexible and spontaneous when possible, in response to the reactions, moods and needs of the students
• Like a disco ball, with many facets that may be visible from day to day, yet…
• Consistent
• Creative, engaging
• Goal-oriented
• Clearly explained, with daily agenda and other scaffolding (I like how Alex does his agenda: it’s up on the board, but a bit mysterious so it doesn’t give everything away)
• Actively involving the students but with strong leadership
• Encompass all learning styles and modes

Educational Outcomes (What is your view of language?)

I guess my view of language with regard to this specific question is that it is a means to an end, and also an opening door.

That end depends on the teaching situation, which can range from a curriculum designed to prepare students for exit exam to no established curriculum and students who want to learn English for a specific objective, e.g. to get a job in the US.

• Must be the foundation of all teaching: what and why are we teaching, what are our ultimate goals (institutional or otherwise)
• Must be evaluated as the class progresses, to see if we’re succeeding in working toward the desired outcomes.
• Perhaps the students can be clued in on this: look where you started, look where you are now, imagine where you’ll be… ?
• There is also the issue of  institutional v. individual conception of success. A positive educational outcome on the personal level may involve helping a shy, withdrawn student improve both competence and self esteem. This type of educational outcome is the reason for my interest in the field.

Context (What is the role of the social and cultural situation where you teach? What is your role?)

• I expect that the context will provide much of my source material, as I look for relevant and real topics.
• My role is that of discoverer, listening to students for topics of interest or concern and excavating other resources for more detail.
• I am also an “imaginer” (or, as Disney would say, an “imagineer”): gathering disparate concepts from the students’ environment (tangible and otherwise) that may seem to have little to do with language, and figuring out how to assemble them into a cohesive whole as a way to explore a facet of English.
• For EFL students who intend to go to an English-speaking country, the context of the target culture is also part of the curriculum, to prepare them to meet their goals there.
• The context is also the constraints we have to work within: no printer, no paper, whatever comes our way.
• It is also the reality of the complex lives of our students, whose situation (family, economic, work, etc.) may make it difficult for them to study adequately.