Teaching Philosophy

 

In the university context, English language teaching (ELT) combines language instruction with cultural research and personal development. As an instructor of English at the University of Peradeniya, Faculty of Arts, I could trace that the diverse student population at the university, which comes from a variety of social backgrounds, arrives at the university with unique linguistic experiences, ranging from those proficient in English to others for whom it is an additional language. For educators hoping to build an inclusive and transformative learning environment, this mixture of linguistic skills and cultural perspectives offers both difficulties and opportunity.  

As an educator in this context, my philosophy is based on a student-centered strategy that respects the uniqueness of every learner and aims to create a welcoming classroom environment where students feel valued, heard, and supported. Hence, understanding each individual’s role is crucial. The best way to engage students in language learning is to make them active participants in the process, where they take ownership of their learning and discover the joy of exploring language on their own. (Larsen-Freeman, D., 1997). I want to create a learning atmosphere where students are at the center of the teaching-learning process, which will not only help them learn the language but also foster personal development, cultural awareness, and critical thinking. In embracing inclusivity, my teaching philosophy recognizes that language ability shouldn't be a barrier to education, but rather a gateway to it. I try to accommodate varied levels of proficiency and provide focused support to improve language abilities by taking into account the diverse language backgrounds of my students. Students can make use of their many linguistic resources during group conversations and collaborative projects. 

In the university context it is important to expose students to both informal and formal language diversity. To do so I always create opportunities for interaction, materials, corrective feedback, and exposure. As a way of fostering possibilities for connection, I give my students the freedom to be themselves in the classroom and engage in genuine conversation with their peers. Authentic materials that introduce students to the culture of the target language are also something I supply.  I gently assess my students when needed and choose corrective words carefully so they will stay motivated to learn and participate. In a student-centered classroom, teachers act as facilitators, guiding students to explore language, encouraging them to ask questions, and empowering them to construct their own knowledge and understanding. (Richards, J. C., 2002)

Given the diverse language backgrounds of the students, their English proficiency levels differ significantly. This is considered in my student-centered approach, which provides a customizable curriculum that meets the various learning needs of students. I create opportunities for each student to advance at their own speed, developing their language skills and self-confidence, by customizing lessons and offering focused support. Regardless of their basic language proficiency, students can succeed with individualized attention and personalized learning experiences, which also encourages a growth mind-set among students.

I really believe that learning a language entails both cultural awareness and personal development in addition to vocabulary and grammar proficiency. In keeping with my pedagogical principles, I include activities that allow students to discuss their cultural backgrounds and perspectives, fostering an appreciation for and awareness of other cultures. Students gain understanding of many cultures by interaction with actual materials, cultural artifacts, and literature from multiple sources, extending their viewpoints and encouraging respect for linguistic and cultural diversity. One of the cornerstones of my student-centered philosophy is critical thinking. I encourage critical thinking and active participation in the learning process by inviting students to ask questions and examine linguistic concepts, texts, and cultural representations. The teacher has to encourage her students to think critically about their learning experiences and about themselves as learners. (Dewey, P.98) Students' analytical abilities are improved and their capacity to think critically is increased when they participate in dialogues that question presumptions and promote different viewpoints, both inside and outside of the language classroom.

In my teaching style I place a strong emphasis on the integration of real-world language use and experiential learning in an environment where students might have little exposure to English outside of the classroom. Students are more likely to learn and overcome potential pedagogical obstacles when given authentic language activities and situations that demonstrate the practical usefulness of their language abilities.

In Sri Lanka, where education is highly valued, there can be a lot of pressure to do well in schools and in the universities. ELT is seen as an added load by many students, which could affect their motivation and participation. My teaching methodology therefore tries to develop a positive and encouraging learning atmosphere that fosters their self-confidence in their English language abilities.

I believe that my student-centered philosophy of English Language Teaching directly addresses the unique social and pedagogical challenges that we have to face as the teachers in the university context. I aim to create a rich and transformative learning environment that empowers students to become confident and competent users of the English language while embracing their linguistic diversity and cultural heritage by valuing each student's uniqueness, fostering an inclusive classroom community, accommodating varying language proficiencies, encouraging critical thinking, and providing hands-on language experiences.

Socratic Philosophy of Education resonates deeply with student-centered teaching philosophy which indicates that true learning is not about passively receiving information from an authoritative figure but rather an active process of questioning and critical inquiry. Socrates believed that the education is not a process of learning. He believed that our souls are immortal and same can be applied to our knowledge. But each time we are born again, we lose all the knowledge, and therefore we must educate ourselves to regain our lost knowledge (Plato, Meno 85b, c, cited in Mares, 2018).

Socratic Philosophy of Education suggests putting a focus on critical thinking and inquiry to actively engage students. Productive discomfort is another aspect emphasized by Socrates. Thereby, the learners are made to feel uncomfortable about their conventional wisdom. Hence, they are encouraged and motivated to think more deeply and critically. (Rambukwella, 2020) I cultivate a culture of curiosity and intellectual discovery in my students by challenging them to question and explore linguistic principles, texts, and cultural representations. I foster an inclusive and transformative classroom community where different viewpoints are appreciated by empowering students to take an active role in their learning. This strategy fosters critical thinking abilities while simultaneously improving linguistic fluency, enabling students to deal with real-life situations with assurance and adaptability.

The philosophy of pragmatism, which is grounded in the real-world effects of ideas and actions, has special resonance and significance in a learner-centered setting. My teaching philosophy, as an educator in this diverse and dynamic environment, emphasizes pragmatism as a guiding concept to give students language abilities that go beyond the walls of the classroom and have practical implications in everyday situations. I want to empower students from all social backgrounds by integrating practical language use and problem-solving exercises into their studies. This will help them to develop confidence in their linguistic skills and a sense of readiness for their future academic and professional efforts.

Pragmatism perfectly reflects the demands and goals of students in a university setting. The value of language learning for their everyday lives outside of the classroom rests in its practical applications given their varied social backgrounds and linguistic experiences. I emphasize the significance of utilizing language abilities in real-world circumstances rather than only concentrating on abstract grammar and language rules. Students can quickly see the usefulness of their language learning when teachers involve them in interactive and immersive activities like role-plays, simulations, and real-world communication assignments. This not only increases their desire to learn but also fosters confidence in their capacity to successfully handle a variety of linguistic settings. Learning is the process whereby knowledge is created through the transformation of experience. (Kolb, D. A, 1984).

In the context of English Language Teaching (ELT) at a university, postmodernism and deconstructive thought can considerably improve the student-centered learning method and develop a culturally sensitive environment. Students are given the opportunity to examine different viewpoints on language, culture, and communication in a student-centered learning environment because to postmodernism's rejection of unchanging facts and preconceived ideas. Students are urged to critically evaluate the cultural presumptions embedded in language use rather than carefully following prescriptive language norms. By breaking down linguistic conventions, students develop a greater understanding of the range of linguistic experiences and backgrounds present in the classroom, giving them the confidence to embrace their own linguistic selves and accept the linguistic variety of others.

In conclusion, it is found to be extremely beneficial and transformative to incorporate the Socratic philosophy of education, pragmatism, postmodernism, and deconstructive thinking into the English Language Teaching (ELT) system in the student-centered university context. The educational concept of Socrates has enabled students to take an active role in their language learning process, promoting a spirit of intellectual curiosity. Pragmatism's emphasis on practical language use and problem-solving has equipped students with tangible language skills for real-life applications, preparing them for future academic and professional pursuits. Deconstructive thought and postmodernism have questioned conventional approaches to teaching languages, embracing linguistic variety, and fostering a more accepting and inclusive learning environment. Students feel appreciated, heard, and celebrated in this student-centered ELT approach, which encourages a desire for lifelong learning and individual development. Students get key transferable abilities like critical thinking, problem-solving, and cultural sensitivity as a result, enabling them to succeed in a worldwide society in addition to developing language fluency.

In conclusion, my philosophy of student-centered learning in the university context is rooted in fostering an inclusive, empowering, and transformative educational experience. I want to build an inviting and interesting classroom environment where students feel valued, heard, and respected by putting them at the center of the teaching-learning process. I want to provide students with not only language competency but also crucial transferrable skills for their future activities by emphasizing practical language use, critical thinking, and cultural awareness. As a teacher, I work to foster an enthusiasm of lifelong learning, cultural sensitivity, and personal development in my students so they are better equipped to succeed in a diverse and interconnected world

References

Richards, J.C (2002). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press

Smith, M. (2008). The need for philosophy of education. In Handbook of research on teacher Enduring questions in changing contexts. (3rd ed.). New York: Routledge.

Rambukwella, H. (2020). PGP8201: Philosophical and Sociological Bases of Education. Postgraduate Institute of English, The Open University of Sri Lanka.

Shor, I. (1992, November) Empowering Education, Critical Teaching for Social change. The University of Chicago Press: Chicago and London.

Gardner, R. C. (1985). Social psychology and second language learning. The role of attitudes and motivation. Suffolk: Edward Arnold.

Larsen-Freeman, D. (1997). Chaos/Complexity science and second language acquisition. Applied Linguistics, 18(2), 141-65.