top of page

Teaching Phylosophy

My teaching philosophy is a synthesis of research-based theories and approaches that emphasize the learner as an active participant in the language acquisition process. It reflects my commitment to fostering communicative competence, inclusivity, and lifelong learning, drawing on the rich theoretical knowledge gained through my academic journey and professional experience.

​

Constructivist Learning Theory

At the core of my teaching philosophy is the constructivist perspective, which views learning as an active process where students construct knowledge through meaningful interactions with their environment. Inspired by Piaget’s theory of cognitive development and Vygotsky’s socio-cultural theory, I recognize the importance of creating opportunities for learners to engage with language through authentic tasks and social collaboration. Vygotsky’s concept of the Zone of Proximal Development (ZPD) has particularly shaped my teaching strategies, emphasizing the role of scaffolding in helping learners achieve higher levels of competence with guided support.

​

Communicative Language Teaching (CLT)

Communicative Language Teaching underpins my belief that language is best learned through use in real-world communication. Drawing on Hymes’ concept of communicative competence, I design lessons that integrate linguistic, sociolinguistic, discourse, and strategic competencies. Through activities like role-plays, debates, and collaborative projects, I create opportunities for learners to use language meaningfully, promoting fluency alongside grammatical accuracy.

Krashen’s Input Hypothesis also plays a significant role in my practice. I ensure that learners are exposed to comprehensible input—language slightly above their current proficiency level (i+1)—to facilitate natural language acquisition. Complementing this is Swain’s Output Hypothesis, which highlights the importance of meaningful production in solidifying language skills, informing my focus on productive tasks.

​

Task-Based Language Teaching (TBLT)

Task-Based Language Teaching aligns closely with my belief in authentic and purposeful language use. Drawing on the work of Nunan and Willis, I design lessons that revolve around tasks reflecting real-world challenges, such as creating blogs, planning events, or solving problems collaboratively. These tasks not only make learning relevant but also engage learners cognitively and emotionally, fostering intrinsic motivation.

​

Second Language Acquisition (SLA) Theories

The theories of second language acquisition, such as Long’s Interaction Hypothesis and Schmidt’s Noticing Hypothesis, have deeply influenced my understanding of how learners process and internalize language. Long’s work underscores the importance of interaction in negotiating meaning and resolving communication breakdowns, which I encourage through peer-to-peer and teacher-student dialogues. Schmidt’s Noticing Hypothesis reminds me to design activities that help learners focus on specific linguistic forms, facilitating the transition from input to intake.

​

Critical Pedagogy and Inclusivity

Freire’s principles of critical pedagogy inspire my commitment to inclusivity and respect for learners’ diverse backgrounds. I believe that language learning is not only about communication but also about empowerment. By incorporating culturally responsive teaching practices and recognizing the unique experiences of each learner, I aim to create an environment where all students feel valued and engaged. This aligns with Norton’s concept of investment, where learners’ motivation is linked to their sense of identity and the opportunities they see for meaningful participation in a globalized world.

​

Reflective Practice and Experiential Learning

Kolb’s Experiential Learning Theory has shaped my approach to both teaching and professional development. I regularly engage in reflective practice, analyzing my teaching experiences to identify successes and areas for improvement. This iterative process of planning, acting, observing, and reflecting ensures that my methods remain dynamic and responsive to learners’ evolving needs.

​

Technology-Enhanced Learning (TEL)

Leveraging technology as a tool for engagement and collaboration is informed by the principles of Computer-Assisted Language Learning (CALL). Drawing on theories of multimodal learning and digital literacy, I integrate tools like interactive apps, online discussion boards, and digital storytelling platforms to enhance the learning experience. These approaches not only make learning more engaging but also prepare learners for the demands of a digitally connected world.

Holistic Assessment Practices

My assessment philosophy is informed by Bachman and Palmer’s framework of language assessment, which emphasizes validity, reliability, and practicality. I prioritize formative assessment strategies that provide ongoing feedback, fostering self-awareness and learner autonomy. Authentic assessment, such as task-based evaluations, allows learners to demonstrate their language skills in meaningful contexts, bridging the gap between classroom learning and real-world application.

A Commitment to Lifelong Learning

My academic foundation, including a BA in English and ELT and a Master’s in TESOL, has equipped me with a comprehensive understanding of language pedagogy and acquisition. These experiences have instilled in me the importance of staying informed about emerging theories and methodologies. I regularly engage in professional development to ensure that my teaching remains innovative, evidence-based, and aligned with the needs of my learners.

Education

2023 - Present

Post Graduate Institute of English | Master’s Degree in TESL

2017 - 2023

Open University | Bachelor's Degree in English Language and English Language Teaching

2015 - 2017

​

Open University | Higher Diploma in English language and Literature  

Skills
& Expertise

    I'm proficient in creating dynamic lesson plans, integrating technology into the classroom, fostering a positive learning environment, and collaborating with colleagues to enhance the educational experience.
bottom of page