As an English language teacher, my teaching philosophy is based on the concept that language learning is more effective in an environment where the learners get to socially interact with their peers and where the learners have the ability to use language actively and meaningfully when communicating with each other.I view my classroom as a collaborative learning environment in which the learners build up knowledge through real life communication, cooperation and reflection. This concept is based on a number of theoretical perspectives that support my teaching process, specifically the Task Based Language Learning approach (TBLL), which I follow within my classroom as the foundation of my teaching practice.

Theoretical underpinnings

Several important language learning theories have influenced my teaching philosophy that have a direct connection to what I do in a classroom. Communicative Language teaching (CLT) is one such language learning theory that highlights the utilisation of language for real communication (Hymes,1972). Within my classroom as I give the priority towards learning through social interaction, I also got inspired from Vygotsky's socio-cultural theory (1978) that emphasises the importance of social interaction in facilitating the language learning process. According to the observations I've made so far, with in the classroom the students tend to help each other to understand and get more familiar with how things new ideas and work together to solve problems during group tasks while communicating using their target language.

Moreover, the Task-Based Language Learning approach introduced by Ellis (2003) and Willis (1996) has also heavily influenced on the way I plan my lessons. By utilising this approach I've focused more on developing tasks that give priority towards real-life communication such as discussions and collaborative projects by going beyond grammar-focused and teacher centred learning environment. Furthermore, the process of teaching and learning a language does not solely rely on accuracy, but, on improving the students to express themselves effectively and with confidence in varying contexts. This statement can be elaborated further through the concept of Communicative Competence (Canale & Swain,1980).

Beliefs about teaching and learning 

According to my point of view, I believe that the processes of teaching and learning are often interconnected with the real-life. Leaning becomes more effective when the lessons are relevant, engaging and collaborative. By giving the opportunity of working on a meaningful task collaboratively it not only helps the learning develop their language skills, but it also boosts their confidence and curiosity. However, my aim as a language teacher is to let the learning learn through such opportunities while making the classroom a learner-centred environment, being able to learn from each other through interaction and observe how the learners use English as a mode of communication rather than studying English as a subject.

The importance of interaction and learner-centred environment that I develop within my classroom is fuelled by the concept of Constructivist Learning Theory. Moreover, it is also important that as a teacher I ensure that all the lessons I plan address the needs of different types of learners in the classroom. In order to develop my lessons according to the needs of different types of learners I take in to consideration the Theory of Multiple Intelligences (Gardner,1983) when planning activities, ensuring all the learning styles of the learners are being supported.

Classroom practices

Within my classroom, I utilise Task-Based Language Teaching (TBLT) through group work, role plays, discussions, presentations and other related mini-projects. According to the observations I have done, such activities boost up the enthusiam of the students, their motivation and engagement when given the opportunity to work with their peers by sharing ideas and working together to solve a problem. Moreover, in order to deliver the students a much effective an clear understanding of the lessons, I facilitate my teaching process with related visual aids and realia. 

Following Bruner's (1986) view, I deliver myself as a facilitator through guidance, provide support and feebacks to the students. I also encourage the students to take necessary initiatives, make mistakes and reflect on their own progress. It helps me remember why I chose this profession when I see the growth of my students in terms of confidence and ability

Conclusion

According to my point of view, I consider the process of teaching English is an interconnected journey of Learning and growth for both the teachers and the learners. The utilisation of Task-Based Language Teaching along with other related theories such as communicative and socio-cultural theories my goal is to develop lessons that are meaningful, engaging and effective. As an English language teacher, the achievement i need is to improve my learners' ability of using and communicating in English in real-life situations while developing necessary skills and mindset to become life long learners. 

References

Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269–293). Penguin.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Willis, J. (1996). A framework for task-based learning. Longman.