Daniel Pelt

Teaching with Kindness

Language Instruction
The classroom can be easily regarded as a highly dynamic and sometimes chaotic
environment. When learners come from various language backgrounds, teaching universal
subjects such as math and science can be quite challenging. Language instruction comes with the
added challenge of teaching a new and perhaps unfamiliar culture. As a language instructor, I
strive to help students overcome any sort of inhibitions that may be detrimental to their learning
experience, whether they be issues of culture or confidence. My goal is to create a holistic
learning environment for students by providing a safe and productive classroom with as many
opportunities for input, output, and feedback as possible.
Approach
Safe and productive learning environment
In order for most students to feel like they have an opportunity to be successful in a class,
it is my sincere belief that they must be comfortable with their learning environment. Although
there are many factors within a classroom that can lead to a student feeling inhibited in a
classroom setting, and not all are dependent on the teacher, I believe it is ultimately the teachers
responsibility to do whatever is necessary to provide a safe and productive environment for their
learners. By setting an example and treating all students with fairness and respect, I can provide
the framework for the type of behavior that the students can look to in order to make the class
better for themselves. It is important to relate to the students and give them the opportunity to
feel valued and respected while managing a lesson, especially if they are expected to follow a
behavioral example.
Although the actual existence of an affective filter is debatable, the concept coined by
Krashen is nonetheless something to take into consideration when teaching. Teaching instruction
can be done in a way that is inclusive and relevant for students, perpetuating an uninhibited
learning environment fueled by input and output for learners.
Opportunities
Teaching language, especially in a foreign language context can be an arduous task, and
due to limited amounts of opportunities for input, it can be even more challenging for the
students to learn. For this reason, I believe that it is very important as a language instructor, to
provide as many opportunities for input and output as possible in the classroom.
Fortunately, providing input for the learners can be used as a means to lower their
inhibitions and encourage participation. Conversing with students in the target language as a

means to get to know them not only shows them that the language can be used in a way that is
personally relevant to them but also provides them with input and the opportunity to produce
output. Even mistakes can be turned into opportunities for learning that can be dealt with in a
way that is fun for students and raises their metalinguistic awareness.
Valuing Students Knowledge
Even entry level students have a wealth of existing knowledge about language and
grammar that they may or may not be aware of. Drawing on the existing knowledge that they
already have with the language(s) they already speak will help them learn any other language.
Teaching students to value their linguistic background will also help to lower inhibitions within
the classroom. Translanguaging activities can be used to show the equity between languages
already spoken and any being learned (Garcia, Li Wei 2014).

Personal Experience
In my experience as a language learner, I have always enjoyed learning environments that
are fun and productive. I also have had to use my second language in contexts where I feel
unable to express myself and can understand some of the issues with language students will
likely face. What I believe to be key in overcoming these limitations is the view that language is
used to express identity, and that if someone feels or relates to something then they will be able
to bridge the gaps between their first language and the language they are trying to learn.
Learning a new language is a great way for students to learn new perspectives whether they be
grammatical, cultural, or both.

References

Garcia, O., & Li, W. (2014). Translanguaging: Language, bilingualism and

education (1st ed.). Palgrave Macmillan UK.