Philosophy of Education

The role of an ESL teacher is one of extreme importance in our society of changing
demographics. The number of emergent bilingual students enrolled in American schools has
grown steadily in recent history. While some may erroneously believe that the responsibility of
an ESL teacher is merely the implementation of best instructional practices, the reality is that as
an ESL teacher I am tasked with both designing effective instruction as well as maintaining a
passion for advocacy for a population of students whom are too often left behind. In this regard
I must be both their teacher and their champion.
Designing and implementing effective instruction for emergent bilingual students
encompasses a broad array of pedagogical choices and approaches. As a teacher of these
students, I am responsible for helping them achieve proficiency in their academic English skills.
To accomplish this, it is essential that I embrace Stephen Krashen’s “i + 1” model of learning.
By scaffolding instruction and utilizing diverse strategies, I can effectively help my students grow
beyond their current level of English proficiency. The Sheltered Instruction Operation Protocol
provides an incredible framework for such lesson design. Additionally, my lesson plans must
reflect diversity in the usage of all four language domains. By overemphasizing either
productive or receptive language skills in daily lessons, I would fail to equip students with the
practice and skills necessary for growth. Therefore, each lesson must include interaction,
connections to background knowledge, and comprehensible input, as well as ensuring that
students are given ample opportunities to read, write, speak and listen.
Such emphasis on lesson design must not only embed these principles, but must reflect
authentic and meaningful learning experiences as well. Students learn language best when it is
relevant and within context. By designing engaging lessons that captivate students’ interest
while creating opportunities for dialogue, their language learning will improve considerably. To
ensure that students are engaged, it is essential that the literature and materials they encounter
in my classroom serve as both “windows and mirrors.” Students expand their perspective and
understanding of the world when they examine perspectives different from their own. In this
regard, curriculum acts as a window into the world of others. Sadly, though, too many of our
students only ever encounter a single narrative in their educational experience. To help my
students see themselves within the stories of my social studies classroom, it is imperative that I
select culturally diverse stories and examples that allow them to see their own culture reflected
in the lessons and units which we study.
Beyond lesson design, I must know my students as individuals and utilize such
knowledge to tailor their learning experiences to meet who they are. Evaluating my students
from the linguistic, psychological, and social perspectives of English Language Learning will
equip me with a better understanding of their background, the unique characteristics that define
where they are at in their English mastery, as well as what motivates them to acquire greater
proficiency in the English language. I must be deliberate in learning their own personal stories
and journeys if I am able to differentiate my instruction to their unique needs.
All of these efforts will matter very little, though, if my students’ affective filter remains
high. As Krashen explains, students cannot learn if they feel afraid or emotionally vulnerable. It
is essential, therefore, that I work to provide a supportive, inviting and culturally diverse
classroom for my students, where their voices and perspectives are cherished. Once students
know that I encourage them to clarify information in their native language, value their talents as
a bilingual person, express appreciation for their culture and invite them to try and share in my
classroom, they will be far more likely to learn and grow.
Finally, pedagogical practices are merely one component of my role as an ESL teacher.
Not only must I design effective instruction, but I must work as an advocate for all the EL
students in my building. Such advocacy means working to inform my colleagues of how WIDA
data might be transferred into actual “can do” expectations in the classroom. I can further work
to ensure that bilingualism is cherished as a skill, and not a deficit, in my building by how I
speak about EL students and their strengths. By utilizing professional development and
co-planning time to promote SIOP principles, diverse texts, the incorporation of the four
domains, outreach to parents, and the sharing of the backgrounds and needs of my students, I
will ensure that my impact on their education extends beyond the confines of just my own
classroom.