Beliefs & Practices

I believe that we learn a language by using it in meaningful ways. Therefore, our main focus is always on meaning - on successful communication - with brief instances of focus-on-form within the context of this communication. I place focus on what students can DO with the language, rather than what they know about it, by having students self-monitor their proficiency progress using rubrics and reflections at various points of the year. As I design instruction, I address all three modes of communication - interpretive, interpersonal, and presentational - throughout each unit. I maintain a focus on proficiency with my assessments as well, which also require students to use all three modes of communication in relation to a theme or topic.

In my opinion, student motivation is one of the most important factors in language learning and also one of our biggest challenges currently. Therefore, I spend a lot of time and energy working toward higher levels of engagement and motivation in my students. I do this by placing a focus on building relationships with all my students. I also make their lives part of the curriculum through calendar talks/weekend chats and creating lessons that address their interests. In each and every lesson, I ask students to reflect on their own lives and share their thoughts, beliefs, and practices with me and the class so that we can compare with other cultures and understand both more deeply. Another tool I use to increase motivation is students create e-portfolios throughout the year, which aims to give them autonomy, competence and relatedness.

In many language classes students are given a list of vocabulary at the beginning of a unit to memorize and be tested on later. In my classes, vocabulary is presented in context and students learn it by hearing it and seeing it many times and then using it to communicate their own ideas on the topic. Similarly with grammar, in many language classes grammar is presented explicitly by the teacher for students to learn, memorize, and practice out of context. However in my classes, grammar is learned in the context of meaning-focused communication. Students take on the role of language detectives who uncover grammatical patterns and discover rules themselves with guidance from the teacher.

In the past, I taught culture as knowledge about different Spanish-speaking countries and their traditions. Now I approach every topic interculturally by encouraging students to decenter in order to look at their own culture with curiosity and compare with other cultures with an open mind. I encourage skills of investigation (noticing), interaction, and most importantly reflection at every step in order to develop intercultural competence. Designing instruction that promotes observation, noticing, interaction, and reflection requires that the instructor is also interculturally reflective, and I consciously work toward this in my own life everyday.