In an era of post-method pedagogy, rigidly adhering to a single teaching approach, whether cognitive, socio-cultural, or expressivist, can be limiting. Instead, I advocate for a flexible, context-sensitive approach that adapts methodologies to fit the specific needs of each class. My diverse teaching experiences in adult literacy programs, ESL transfer students, first-year university courses in the Arabian Gulf, academic English in Hong Kong, and virtual teaching for business and government have shaped my eight interconnected principles for teaching and learning.

Principle 1: Linguistic Background Influences Second Language Acquisition

My work with Community-Based English Tutoring (CBET) programs has highlighted how a learner’s native language impacts their English acquisition. For instance, Spanish speakers often struggle with English consonant clusters and vowel differences. By researching students’ native languages and writing styles, I tailored explanations and tasks to address these specific challenges, enhancing their learning experience.

Principle 2: Build on Existing Knowledge

Learners rely on their previous knowledge and experiences, which is crucial for comprehension. Inspired by research on schemata and vocabulary acquisition, I designed lessons that integrate vocabulary strategies and semantic maps. For example, in the U.S. Department of State’s Virtual English Education project, I created contextualized content that linked classroom learning with real-world applications.

Principle 3: Purposeful and Contextual Learning

Learning should be meaningful and relevant. Incorporating role-playing and AI tools like ChatGPT, I created role playing conversations that reflect real-world scenarios particularly for workshops in hospitality and tourism for Pearl Resorts in French Polynesia. This approach helped students connect classroom content with their experiences and the wider world, fostering deeper engagement and understanding.

Principle 4: Student-Centered Learning

Effective learning requires that students are actively engaged and that topics are relevant to their lives. I prioritized student-centered instruction, especially for those who come from teacher-centered educational backgrounds. For instance, I created YouTube tutorials and pursued a Flipped Classroom certification to support diverse learning needs and encourage student autonomy at Qatar University.

Principle 5: Motivation as a Key Factor

Motivation, both intrinsic and extrinsic, is essential for language acquisition. My CBET students were motivated by practical needs, such as improving job prospects. In contrast, at Qatar University, I leveraged integrative motivation by involving students in cultural projects, like producing an English-language play about the Saudi-led blockade.

Principle 6: Flexibility and Diverse Activities

Flexibility is crucial, particularly in virtual and international contexts where unforeseen challenges often arise. Therefore, for my English Language Projects in Dominican Republic and Vietnam, I used a range of activities and adapted materials on the fly, utilizing tools like Zoom and Padlets to support various learning styles and skills.

Principle 7: Importance of Feedback

Feedback from both teachers and peers enhances learning. In courses at The Chinese University of Hong Kong, I encouraged peer teaching to provide diverse perspectives. In addition to the benefits of peer feedback, I found that one-on-one teacher feedback, such as through individual conferences, was often the most effective for addressing specific learner needs.

Principle 8: Self-Monitoring and Professional Growth

Metacognitive awareness is crucial for learners to take control of their learning process. I lead by example, continuously updating my teaching practices through reflection, peer observations, and professional development. This is why I continually enroll in courses such as Generative AI in Education offered on Coursera to keep updated on the latest trends in education. This commitment to lifelong learning extends to my students, encouraging them to engage in self-reflection and growth.

Conclusion

As Confucius said, “By three methods we may learn wisdom: First, by reflection, which is the noblest; second by imitation, which is easiest; and third by experience, which is the bitterest.” With fifteen years of teaching experience, I have continually refined my principles through reflection, practice, and the integration of new educational technologies. My ongoing interest in the intersection of AI and traditional teaching methods drives my pursuit of innovative strategies for enhancing critical thinking and academic English instruction.