The headings on this page outline major best practices for Teachers of English Language Learners (TELL) I have encountered in academic literature and classrooms, followed by how I have incorporated these principles into my personal teaching philosophy.
Model and encourage respectful cultural responsiveness; recognize and value individual differences; develop active listening skills
My principal career as a clinical mental health professional has taught me the vital importance of clear and accurate communication, and language is the primary medium through which humans communicate. As a TELL, helping adults develop skills in learning a new language parallels many of the same processes and goals of effective therapy—develop new and appropriate vocabulary to accurately express thoughts and feelings in ways that can be easily understood; develop good listening skills; consider individual and cultural differences that influence both how we perceive and are perceived; and recognize and respectfully celebrate individual uniquenesses.
Use authentic, relevant materials to encourage real-world language production and use across skills; model cultural responsiveness and contextual sensitivity; use task-based classroom activities; focus on special needs and challenges
Working with advanced adult ELLs, I utilize andragogical principles and practices to create a learning environment that incorporates authentic materials whenever possible that are practical and relevant to adult learners, while considering their distinctive needs and contexts. I frequently use videos and text materials/articles that specifically address issues adults face while trying to balance family, work, educational, and personal demands. For example, I might use a TedX presentation in a class centered on how to relieve stress, or a professional article on how to handle conflict in the work environment.
Provide ongoing assessment; give targeted feedback; provide encouragement to increase motivation and build confident self-expression; utilize a holistic approach to language learning
In selecting class topics and materials, I use information gleaned primarily from formative and informal assessments of reading/listening comprehension, speaking/pronunciation, grammar/vocabulary, and writing task-based classroom activities and assignments. These assessments also help me provide personalized corrective feedback designed to foster encouragement, motivation, and confidence to meet new challenges in each of these areas.
Emphasize a student-centered approach; create an interactive environment that is supportive and inclusive; accentuate transformative lifelong learning and personal growth; engage in reflective teaching practices
My teaching philosophy in TELL is, more accurately, a learning philosophy, and again parallels my approach to therapy. I regard my roles in either context as a learning facilitator and model, resource, guide, mentor, and relayer of relevant and potentially useful information while providing a respectful, safe and non-judgmental environment. I consider myself a curious instructor-student, who is privileged to be part of a dynamic and interactive learning process, in which every participant, including me, has the potential to develop useful skills and produce a satisfying sense of personal achievement.
Encourage collaborative learning and community building; support risk-taking and mistakes as learning opportunities; use peer feedback and assessment to enhance learning; praise achievements and motivate students; focus on the practical relevance of language skills and their application beyond the classroom
In this respect, I think of myself as a co-ELL in my class, in which we, as a micro community, engage in an ongoing and flexible communicative process, collaborate with each other, become comfortable making mistakes, take risks, and actively engage in using the English language in challenging and meaningful ways. Together, we cooperate in solving problems, learn to view mistakes as opportunities for development, give helpful assessment and feedback to each other, and celebrate accomplishments in fun, energizing, and nurturing ways. It is very rewarding to share and encourage this genuine love of learning with each and every student and witness the pleasure of their successes. It is my sincere hope that the precious time many of these adults have dedicated to an ELL class can constructively serve them in as many ways as possible.