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Teaching Philosophy Huang

The document outlines a teaching philosophy for instructing Chinese that focuses on developing students' communicative competence through a cooperative, student-centered approach. Key aspects include integrating the four skills of speaking, listening, reading and writing into real-life learning environments where students can communicate, negotiate meaning and build skills. The instructor assesses student progress continuously and uses ACTFL guidelines to evaluate their functional language ability, with the overall goal of students being able to use the target language in real-world settings beyond the classroom.

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73 views2 pages

Teaching Philosophy Huang

The document outlines a teaching philosophy for instructing Chinese that focuses on developing students' communicative competence through a cooperative, student-centered approach. Key aspects include integrating the four skills of speaking, listening, reading and writing into real-life learning environments where students can communicate, negotiate meaning and build skills. The instructor assesses student progress continuously and uses ACTFL guidelines to evaluate their functional language ability, with the overall goal of students being able to use the target language in real-world settings beyond the classroom.

Uploaded by

api-249876574
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teaching Philosophy Statement

My goal as an instructor of Chinese is to develop students’ ability to use the target


language in real-world situations. To achieve this aim, I create a cooperative learning,
studentcentered, and communicative setting. My classes integrate four skills (speaking, listening,
reading, and writing) into the three modes of communication (interpretive, interpersonal, and
presentational communication) because the four skills cannot be separated during the learning
process. My students engage in real life learning environments, and they have sufficient
opportunities to communicate, use inter-language, and negotiate meaning. By completing tasks
individually as well as in groups, they build their communicative competence. Ultimately, I seek
to develop my students' ability to use the target language beyond the classroom.

To help students gain and develop the ability to use the target language in real-world
settings, I provide opportunities for students to engage in cooperative learning in a
studentcentered communicative setting. Although learning styles such as visual, aural, or
kinesthetic differ among learners, I believe that cooperative learning is an efficient strategy for
most students, regardless of their learning style. Putting students together in pairs or in groups is
one of the most effective ways for them to learn a language, because it provides sufficient
opportunities to process input, negotiate output and exchange unknown information which
enhance the process of developing understanding and meaning for students in classroom settings.
In my classes, students participate in various cooperative learning activities. When students with
different levels of proficiency are in a group, the higher-level students will assist lower-level
students as a means of scaffolding. The communicative setting also works with similar level
students because, when students work in pairs or groups, they negotiate meaning and exchange
unknown information in order to complete their tasks. During this learning process, students
focus on meaning, and they use their abilities and skills to build their communicative
competence.

I continuously assess students’ learning and evaluate my teaching effectiveness in order to


adjust and improve my goals and objectives. Keeping a record of student progress is one
important way to assess my students’ learning. While they are performing communicative
activities, I observe and keep record of student performance on a student assessment sheet in their
personal portfolio. By observing their performance of tasks, I am able to assess their learning
outcomes and adjust my teaching pace and objectives. I use the American Council on the
Teaching of Foreign Languages (ACTFL) Proficiency Guidelines to assess and evaluate both my
students’ learning and my teaching methods. It serves as an effective tool with which to evaluate
functional language ability in academic settings. When my students are working on activities, I
use the Guidelines to assess how well they meet content standards.

I continue to follow my teaching goals and objectives and adjust them for the best
outcomes. In communicative activities and tasks, students are immersed in a real life and
communicative language learning environment along, where they work with authentic materials.
The main idea of my teaching philosophy, as shown in the picture below, is that my students
focus on 5Cs and three modes of communication to learn the target language and to communicate
in the target language both within and beyond the classroom setting.

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