Essay Sample on Teaching World Language: A Teacher's Mental Game

Introduction

Teaching and learning process is a mental game where teachers, learners, and textbooks take part in various roles. World language usually is a form of communication relevant to the culture of a given community (Byram, & Wagner, 2018). The interface is mainly with a system of letters, sounds, symbols, and signs recognized and utilized by the community (Byram, & Wagner, 2018). As a world language teacher dedicated to grow and keep abreast in the field of world language, I plan to infuse my class with target language interaction; these targets or goals shall be useful and related to my students' needs. Generally, I will define and evaluate what my students can do. I plan to limit my content and requests for output; this will push them without overtaxing them. Together with other professionals, we will try to explore available language in contexts, thus inspiring the leaners to step forward on their own.

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Throughout the study, I will discuss with peers and other experts from across the world. With social media and other internet services going conventional, communication with natives and people living in different parts of the world from the various communities has become way too easy (Kachinske, & DeKeyser, 2019). Therefore, I plan to discuss how other teachers across the world apply a new style of pedagogy and the effective ways of relating to students. We will share, and this way, we will not only learn new things but also improve and grow together in the community worldwide. Since the method of instruction deemed appropriate for students of a new language evolves, to maintain linguistic and cultural competence, I plan to proceed to continued education. Bracing up skills and reskilling will help me in the fast-paced, evolving techniques with teaching being no different. These effective professional development programs usually enable educators to develop their knowledge, thus improving their instruction (Kachinske, & DeKeyser, 2019). I also plan to continue utilizing social media since it is an effective and easy way to acquire new technologies. Though using social media in the classroom is a challenging exercise, it can be gratifying to both the teacher and the student. The teacher can direct activities with complete and well-planned guidelines that can help in incredibly active and lead to the live student community, thus encouraging students to learn for themselves and not just for grades.

World Language Research and History

The history of SLA as a scientific field initially embedded in the behavioristic tradition dates back in the 1940s to the 1960s (Mitchell et al., 2019).The study by (VanPatten et al., 2020) found that it closely associates with contrastive analysis, which was known to have a significant impact on both SLA theory and second language classroom pedagogy. In my opinion, I prefer a dialogical approach to second language acquisition (SLA), most specifically the building of a new model of SLA and Vygotsky's sociocultural theory and second language learning (Mitchell et al., 2019). These theories aid in defining the role of interaction in second language acquisition and suggest that second language learners usually gain proficiency by interacting with more advanced speakers of the language. These advanced speakers may include peers and teachers. Scaffolding structures like modeling, linguistic and, repetition simplification mostly used by these proficient speakers are believed support to learners, thereby enabling the learners to function within their zones of proximal development (VanPatten et al., 2020).

The philosophy will be taught with different methods, including total physical response where the learner responds to some simple like "stand up," "get the book" and other commands. The approach also stresses the importance of aural comprehension. The second method I prefer is the community language learning a technique that will help build strong personal links between the student and the teacher and eradicate blocks to learning. The teacher usually translates for repetition by the students. The third methodology I plan to use is the lexical syllabus, the approach based on computer analysis languages (VanPatten et al., 2020). The computer usually identifies some of the most common words in different languages and their various uses. The curriculum thus teaches these words generally in the order of their frequency and emphasizes significantly on the use of authentic materials (Kissau et al., 2019).

Partnerships and Advocacy

The role of a second language teacher is mainly to teach courses in a specific language. In modern curricula, the teaching often includes instruction in cross-cultural studies and literature (Kissau et al., 2019). I firmly believe that equal access to world language education and equitable opportunities for all learned will develop their knowledge of linguistic and pedagogical knowledge. As a foreign language teacher, I will Support various students from diverse language backgrounds. Basically, I will make use of translation and interpretation services available ensure that multiple families have equal access to the information. Perhaps a very crucial component of advocating for world language learners is by facilitating community, colleagues, and other relevant professional involvement and empowerment.

References

Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12319

Kachinske, I., & DeKeyser, R. (2019). The interaction between timing of explicit grammar explanation and individual differences in second language acquisition. Journal of Second Language Studies, 2(2), 197-232. Retrieved from

https://www.jbe-platform.com/content/journals/10.1075/jsls.19003.kac

Kissau, S., Davin, K. J., & Wang, C. (2019). Aspiring world language teachers: Their influences, perceptions, and commitment to teaching. Teaching and Teacher Education, 78, 174-182. Retrieved from

https://www.sciencedirect.com/science/article/abs/pii/S0742051X18313453

Mitchell, R., Myles, F., & Marsden, E. (2019). Second language learning theories. Routledge. Retrieved from

https://www.amazon.com/Second-Language-Learning-Theories-Fourth/dp/113867141X

VanPatten, B., Keating, G. D., & Wulff, S. (Eds.). (2020). Theories in second language acquisition: An introduction. Routledge. Retrieved from

https://www.crcpress.com/Theories-in-Second-Language-Acquisition-An-Introduction/VanPatten-Keating-Wulff/p/book/9781138587380