Teaching Philosophy for a Language Teacher

Running head: TEACHING PHILOSOPHY FOR A LANGUAGE TEACHER
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Teaching Philosophy for a Language Teacher Assign
Name
Institution

TEACHING PHILOSOPHY FOR A LANGUAGE TEACHER
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My Philosophy of Teaching
Being an ESL teacher for 15 years, I have made significant observations that are my
strong-holds in teaching success. To me, ESL teaching is fun especially when I use metaphor
in my teaching as ‘dancing training’ and my students as ‘trainee dancers’. My explanation for
the dancing training theory is as simple as follows:
Conceptualization of ESL-learning
As an ESL teacher, I believe that learning vocabularies and their appropriate usage is the
foundation of second language mastery. My ‘dancing training’ theory compares learning of
vocabularies to learning how to respond to different speeds of music and sounds and the
application in conversation as the appropriate dancing moves. Conversations applying the
vocabularies are like a dancer’s solo-practice; they perfect the art of speaking the language and
inscribe the vocabularies in the learner’s language. I opine that the best way to begin learning a
foreign language is through mastering the surrounding environment vocabularies because of
the often used by the learners and thus will be like the daily songs that a dancer thinks of
dancing perfectly. When a learner is in class, the brains think of the environs; knowing this in
the foreign language is advantageous (Anderson, 2018). My students will be able to express
most of their thoughts in the language when they know the vocabularies that rhyme their
community’s.
Conceptualization of Teaching
As a ‘dancers’ trainer’, I always make the moves while students watch and admire my
prowess. This will inculcate perfection wishes. Afterwards, they are required to remember my
moves and demonstrate to me. I look at their mastery of my moves and correct them
appropriately (Krasnow & Wilmerding, 2018). This is my teaching theory. I research on
vocabularies that marry the community’s, articulate them and use them in sentences as my
students follow up. Thereafter, I will repeat my actions. I’m not tied to a specific methodology