Foundational Teaching Theories

Vandrick’s work on “privileged” and “hidden” identities highlights that learners bring complex, often invisible personal and social histories into the classroom.

These can affect participation, risk‑taking, and vulnerability.

An inclusive, professional classroom intentionally recognizes, validates, and reflects those identities in its practices and materials.

Krashen’s Input Hypothesis confirms my belief that language learning is deeply connected to culture and identity.

Because learners acquire language through rich, meaningful messages, I focus on comprehensible input in my Korean classes.

I use authentic practices like Korean meal etiquette, traditional greetings, and contemporary media (dramas, K‑pop) to create immersive experiences.

Students experience Korean as a lived culture, not just as isolated vocabulary lists.

The Zone of Proximal Development (ZPD) refers to what learners can accomplish with appropriate guidance from adults or more capable peers.

High‑quality instruction intentionally targets the ZPD so that supported performance today becomes independent competence tomorrow.

Structured social interaction, guided practice, and productive imitation are central mechanisms driving cognitive development.