Instruction Philosophy ~
the college-bound ESL student
Language
We believe that language is rule-governed, meaning-based, and is socially constructed. Therefore, students preparing for college need to have a very good command of written, verbal, and social aspects of language.
The Social Context of Language
We believe that language should be adapted to fit social context. Hence, college transition students need to know how to adjust language in accordance with societal roles for which language is intended to be used.
Sociocultural Issues
We believe that language is closely connected to social values, traditions, norms, values, and cultural products. For this reason, College Bridge students need to realize that their cultural values, norms, traditions, etc. may stand in conflict with the ones that are held by the target language users.
Sociopolitical Issues
We believe that language mastery can foster social and political power. Therefore, students preparing for college need to know how to gain access to social and political systems to receive necessary assistance and to stand up for their rights.
Learning and Learners
We believe that learning is a cognitive process, involving mental activity. Therefore, there should be exercises allowing students to problem solve, discover, and analyze. Moreover, we agree that learning is an affective process, involving emotional connection. That is why the use of engaging activities is essential and extremely beneficial. In addition, we think that it is a social process, involving learning with others. Furthermore, we believe that successful learning largely depends on strategies that students use and on how efficiently they use them.
We hold the belief that learning focuses on how the language works as well as how it is used; that language in the classroom should be meaningful and relevant to the students' needs; that learning a language includes learning to use it accurately with few or no grammatical errors and learning how it is used in different communities.
Moreover, we believe that learners differ from each other among the intelligences they possess, learning styles they prefer; that it is important for students to take initiative in order to learn. We believe that students' affective needs are essential. That is why scaffolding of activities, narrowing down their focus, and giving clear directions should be constantly used so that students can feel successful and enjoy the process of learning.
Teaching
We believe that teaching means knowledge transmission as well as negotiation between the teacher and students over the knowledge, and skills that should be taught and methods and techniques that should be used.
We believe that successful teaching includes activity of varied types and purposes with flexible roles and groupings, exposing students to a variety of situations and social interactions. In addition, we hold belief that teaching material should be authentic as well as appropriate to the students' level. In order to succeed in the English language academic community, students must be familiarized with the social structure and will be best served with extensive practice in advance.
2011
Michelle Franke, Yulia Garvanovic
Ngong Ngong, Jennifer Zoller
Graduate candidates, TEFL
Southern New Hampshire University
