When I was in the classroom, I was encouraged by the World Language department head to use comprehensible input in my classroom. Because I was a new teacher, she provided me with a set curriculum and pacing guide to utilize in my class. I came to learn the value of having guides to pace my course, but the flexibility to change and modify units to best fit my students' needs was most important to me. Throughout my time in the MAFLT program I have grown as an educator and have learned more about what I want to carry into my classroom when I return to the formal educational setting.
I believe that proficiency develops as learners utilize the language. I promote speaking and target language usage in my classroom to allow learners to grow in their skills and build confidence in Spanish usage.
I believe that creating a safe space is important in language learning. I strive to use Spanish as often as possible in my classroom while encouraging my students to do the same. I have a no judgement policy in my classroom to motivate students to utilize the language while accepting growth and mistakes.
In many language classes I teach using implicit approaches to teaching grammar. I use comprehension-based approaches to grow my learners knowledge in grammar and vocabulary. Sometimes in my courses I turn to explicit teaching to ensure students are correctly learning to use the language. I want to ensure while using the implicit method learners are noticing the grammar and vocabulary I use in each module.
In the past, I taught culture as knowledge about different countries. Now I incorporate culture into my lessons daily to inform students of similarities and differences in cultures around the world. Furthermore, I promote acceptance and willingness to learn and grow in intercultural competence. I acknowledge our own culture while asking students to be open minded in growing their knowledge of other cultures around the world.
ACTFL World-Readiness Standards
Interagency Language Roundtable Scale
Center for Applied Linguistics (CAL) - Resource Center