MY PHILOSOPHY

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"The limits of my language mean the limits of my world."- Ludwig Wittgenstein.

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SLS 485 Philosophy Statement- Tori Devine

Teaching Philosophy

My teaching philosophy merges language education with arts and technology to foster cross-cultural connections and authentic communication. As a senior in Second Language Studies at the University of Hawai‘i Mānoa and an advocate of artistic expression, I believe language is a powerful tool for identity and understanding. My approach incorporates Project-Based Language Learning, art-based instruction, technology integration, and translanguaging to create inclusive, multicultural classrooms. By acting as a facilitator, I aim to support students in developing linguistic proficiency, cultural awareness, and confidence to communicate meaningfully in diverse environments. Ultimately, my goal is to empower learners to use language as a bridge for global connection and personal growth.

Project-Based Language Learning and Art-Based Language Learning

Project-Based Language Learning (PBLL) methodology emphasizes cross-cultural communication and authentic assessments in a real-world context (Zhong, 2023). I believe that this approach is best suited for Art-Based Language Learning, as it allows for students to integrate cultural exploration into art in a personal and meaningful way. The arts enhance language learning through multicultural and visual teaching approaches that allow for students to collaborate and learn more about each other. The research strongly suggests that art-based instruction is beneficial for diverse learners and multicultural populations (Rooney, 2004).

Based on my own experience, art served as a conduit for expressing my thoughts and emotions. I grew up feeling scared to talk, and as a result, I now have difficulties communicating my thoughts eloquently. Through my art, I would often use colors to express my emotions, and I would often put myself as the subject in my art to display my thoughts. I believe that art helped gain a sense of self, as well as allowing me to lay out my thoughts to bring clarity in my mind.

Technology Integration

Integrating technology in education is essential for creating engaging, authentic, and accessible learning experiences (Kalyani, L. K. 2024). When thoughtfully incorporated, technology enhances content delivery, supports diverse learning styles, and provides students with opportunities for self-directed and collaborative learning. Importantly, technology should complement—not replace—core content, serving as a tool to expand pathways for meaningful learning and cultural exchange.

As a student who transitioned into technology integrated classrooms, I was able to utilize other resources for subjects such as Language Arts and History, but technology was still new to language classrooms. My langauge teachers and the books within the classroom were our only sources for language learning outside of instruction. I envison for langauge classrooms now to have the technological resources that students can use to learn more about the culture and people connected to their L2. Technology opens the door to other possibilities.

𖥸 Translanguaging and Critical Pedagogy

Translanguaging

Translanguaging is a teaching approach that allows students to use all their language resources—such as their first and additional languages—flexibly and naturally within the classroom (Canilao et al., 2022). This method acknowledges the realities of multilingual communication and helps students feel comfortable expressing themselves, which can boost their confidence and participation.

I think translanguaging is important because it creates an inclusive environment where students’ diverse linguistic backgrounds are valued and supported. It encourages authentic conversations, helps learners shape their own identities, and makes language learning more meaningful and accessible for everyone. Based on my own experience in a language classroom, I think that allowing students to pull from their own L1 to effectively communicate in a L2 classroom simulates real-world conversations. If I were to implement this approach with Art-Based Language Learning, I would allow translanguaging in order for my students to fully convey their art and its connection to their identity.

Critical Pedagogy

Critical pedagogy is an educational approach that encourages students to question, analyze, and challenge social, political, and cultural issues within and beyond the classroom (Akbari, 2008). Led by thinkers like Paulo Freire, it emphasizes connecting classroom learning to real-world experiences, empowering students to form their own opinions and think critically. Critical pedagogy is important because it gives students a voice, fosters autonomy, and helps them become active, informed participants in society. By engaging with diverse perspectives and authentic materials, students can relate their learning to everyday life, deepening their understanding and sense of agency.

Linking this approach to Art-Based Language Learning, often times artists will be inspired by what's around them. One of the projects I hope to do in the future is to allow my students to create Social Practice Art that targets an issue in their community (Bishop, 2025). Through this project, students will hold a presentation in which they discuss and participate in educating the rest of the class about their issue.

References

Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT journal, 62(3), 276-283.

BIALYSTOK, E., PEETS, K. F., & MORENO, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.

Bishop, C. (2025). The social turn: Collaboration and its discontents. In The Performance Studies Reader (pp. 250-257). Routledge.

Canilao, M. L. E. N., & De Los Reyes, R. A. Translanguaging for Empowerment and Equity.

Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International journal of scientific research in modern science and technology, 3(4), 05-10.

Rooney, R. (2004). Arts-based teaching and learning. Retrieved September 27, 2015.

Zhong, Yuxin. (2023). Project-based Language Learning and Its Implications for English Teaching in Chinese Universities. Lecture Notes in Education Psychology and Public Media. 31. 102-109.

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