Goals
I have been working in the foreign language teaching profession for over 15 years. My goal as a Korean language teacher is to help students communicate in the target language while developing their intercultural competence so they can understand, accept and appreciate differences. To do this, my instruction reflects the needs and goals of students and my curriculum follows the guidelines of both ILR and ACTFL standards, which explain what students can do and cannot do at each proficiency level. I work towards helping students become well-versed global citizens who respect diversity and work towards peaceful coexistence.
Teaching Methods
Staying active in the field of foreign language teaching is very important to me. I am fully aware of the development of the language teaching field and the limitations and benefits posed by each teaching method. While I value the principals of traditional teaching methods, I practice Communicative Language Teaching, Content-Based Instruction, Project-Based Instruction, Strategy-Based Instruction, Technology-Based Instruction, the Participatory Approach, tailored instruction, and explicit and implicit grammar instruction. These teaching methods allow me to develop task-oriented classroom activities to maximize student interaction and the use of the target language (TL). I do not stoically adhere to any one approach. I take what is useful and effective at the time of need and I discard what is not.
I favor the Participatory Approach the most. The Participatory Approach is influenced by Paulo Freire who inspired educators to empower students by providing opportunities for learners to work with issues that are relevant to their lives. This approach is similar to a combination of content-based and problem-solving instruction that promotes student-centered and communicative learning. When students work with peers trying to solve problems in context, they are not just learning language and content. By engaging in tasks, students learn how to express their opinions and listen to others and understand and accept differences while working together peacefully. This learning process promotes students’ collaboration and cooperation. These elements are essential social skills that will help students to become better members of a community that is healthy, non-threatening and peaceful.
In order to provide appropriate tailored instruction, I evaluate student progress in class utilizing Bloom’s Taxonomy Question Stems. This tool has helped me not only to diagnose where students lack understanding, but also to expand and challenge students to move from the most basic (memorization) skills to more complex learning which leads to higher-order thinking (creative) skills and thereby builds their critical thinking skills.
I consider assessment to be an integral part of a curriculum to ensure student learning. It allows me to diagnose students’ weaknesses and strengths and to provide substantive feedback. Based on the results of assessments I evaluate the effectiveness of my own teaching and teaching materials and make necessary changes to help students improve learning outcomes. My teaching materials are mainly various genres of authentic materials. I provide language texts that address target national identity, national security, unification and constitutional values so that my students will have opportunities to deeply process the target language and culture while shaping their new identities. I invite students to explore online resources to enhance learning.
Target Language Use
Based on my teaching experience, I believe that prohibiting the use of the L1 completely is less effective and adversely affects learner motivation. I support the use of the L1 at the earlier stage of instruction to convey the TL meaning. As the course progresses, I use the L1 less and less. I allow my students to use their L1 when communication breaks down or when explaining cultural aspects so students do not misunderstand deeper aspects of the target culture. I believe enhancing students’ intercultural competence is as important as teaching language because a shallow understanding of target culture may adversely affect language learning and possibly overlook the value of the target culture, leading to a lack of student interest and motivation. This may then lead to the development of negative attitudes towards the target culture. I communicate with my students about their learning process and provide academic advice when necessary without worrying that I am not using the TL 100% of the time.
Professional Development
I constantly strive to increase my understanding of instructed second language acquisition and the most effective teaching methodologies. My teaching philosophy will continue to be shaped and reshaped as I strive to achieve my professional goals. I aspire to be a highly effective and experienced teacher, guiding my students to their highest potential as autonomous and transformative language learners. Simultaneously, I hope to inspire my fellow teachers to become maximally effective in their own ways, thereby ensuring the success of my language institute overall.
I have been working in the foreign language teaching profession for over 15 years. My goal as a Korean language teacher is to help students communicate in the target language while developing their intercultural competence so they can understand, accept and appreciate differences. To do this, my instruction reflects the needs and goals of students and my curriculum follows the guidelines of both ILR and ACTFL standards, which explain what students can do and cannot do at each proficiency level. I work towards helping students become well-versed global citizens who respect diversity and work towards peaceful coexistence.
Teaching Methods
Staying active in the field of foreign language teaching is very important to me. I am fully aware of the development of the language teaching field and the limitations and benefits posed by each teaching method. While I value the principals of traditional teaching methods, I practice Communicative Language Teaching, Content-Based Instruction, Project-Based Instruction, Strategy-Based Instruction, Technology-Based Instruction, the Participatory Approach, tailored instruction, and explicit and implicit grammar instruction. These teaching methods allow me to develop task-oriented classroom activities to maximize student interaction and the use of the target language (TL). I do not stoically adhere to any one approach. I take what is useful and effective at the time of need and I discard what is not.
I favor the Participatory Approach the most. The Participatory Approach is influenced by Paulo Freire who inspired educators to empower students by providing opportunities for learners to work with issues that are relevant to their lives. This approach is similar to a combination of content-based and problem-solving instruction that promotes student-centered and communicative learning. When students work with peers trying to solve problems in context, they are not just learning language and content. By engaging in tasks, students learn how to express their opinions and listen to others and understand and accept differences while working together peacefully. This learning process promotes students’ collaboration and cooperation. These elements are essential social skills that will help students to become better members of a community that is healthy, non-threatening and peaceful.
In order to provide appropriate tailored instruction, I evaluate student progress in class utilizing Bloom’s Taxonomy Question Stems. This tool has helped me not only to diagnose where students lack understanding, but also to expand and challenge students to move from the most basic (memorization) skills to more complex learning which leads to higher-order thinking (creative) skills and thereby builds their critical thinking skills.
I consider assessment to be an integral part of a curriculum to ensure student learning. It allows me to diagnose students’ weaknesses and strengths and to provide substantive feedback. Based on the results of assessments I evaluate the effectiveness of my own teaching and teaching materials and make necessary changes to help students improve learning outcomes. My teaching materials are mainly various genres of authentic materials. I provide language texts that address target national identity, national security, unification and constitutional values so that my students will have opportunities to deeply process the target language and culture while shaping their new identities. I invite students to explore online resources to enhance learning.
Target Language Use
Based on my teaching experience, I believe that prohibiting the use of the L1 completely is less effective and adversely affects learner motivation. I support the use of the L1 at the earlier stage of instruction to convey the TL meaning. As the course progresses, I use the L1 less and less. I allow my students to use their L1 when communication breaks down or when explaining cultural aspects so students do not misunderstand deeper aspects of the target culture. I believe enhancing students’ intercultural competence is as important as teaching language because a shallow understanding of target culture may adversely affect language learning and possibly overlook the value of the target culture, leading to a lack of student interest and motivation. This may then lead to the development of negative attitudes towards the target culture. I communicate with my students about their learning process and provide academic advice when necessary without worrying that I am not using the TL 100% of the time.
Professional Development
I constantly strive to increase my understanding of instructed second language acquisition and the most effective teaching methodologies. My teaching philosophy will continue to be shaped and reshaped as I strive to achieve my professional goals. I aspire to be a highly effective and experienced teacher, guiding my students to their highest potential as autonomous and transformative language learners. Simultaneously, I hope to inspire my fellow teachers to become maximally effective in their own ways, thereby ensuring the success of my language institute overall.
