Jennifer Tugle

EDUC 535.10
November 3rd, 2017
 When I think of the vision I had of myself as a
Spanish language teacher prior to starting this
program, I realize that it was largely influenced by
what I experienced as a second language learner.
“The way we were taught affects
the way we teach”
(Lightbown, 2014).

(Attanata, 2017)
This journey that I embarked on a year ago made
me realize that there is so much more to second
language teaching than what I observed for most
of my life. It was time to let go of the past and
embrace a new vision; one that aligns more with
my teaching philosophy and who I am now.
By recognizing that:
One of the challenges we face as second language teachers is finding the
best way to teach language effectively so that students are actually able
to use it in the real-world. Netten and Germain (2012) state that
“individuals can develop communication skills outside of a school
situation, but developing communication skills in a second language
seems to elude those learning the language in an institutional setting”
(p. 87). It is because of this dilemma that language pedagogy is always
evolving.
If I want to serve my students well, I also need to evolve and be informed
of the latest strategies and pedagogy in language learning. Taking the
best of these approaches, I can blend them into my teaching to provide
the best support possible for my students.

Neurolinguistic Approach

Action Oriented Approach

Translanguaging
CBLT
 As a language teacher I know I will come across
many students who will have different life
experiences, different levels of ability and unique
personalities. However, by incorporating Universal
Language Actions (ULA) and differentiation
strategies into my teaching, I can create an
inclusive classroom that will enable me to reach as
many students as possible.
 How can I help my students?
Provide Universal Language Actions Provide Differentiation
that will facilitate… strategies by…
Learner Understanding of Oral Process
and Written Language Product
Learner Production of Oral and Content
Written Language
Linguistic Complexity
Learner Focus and Attention in
the Target Language
Learner Development and
Expansion of Vocabulary (Arnett & Bourgoin, 2018)
 Throughout this program, the number one take
away for me has been to get to know your
students. I believe fostering relationships is crucial
to being a successful teacher and from a language
learning perspective it seems especially important.
As Arnett and Bourgoin (2018) recognize, knowing
your students assists in “support[ing] students
more meaningfully, because we can plan and
deliver lessons that are more inclusive and meet
the needs of the whole child” (p. 46).
 Choosing to make this a priority, I know I will be better informed
about the students in my classroom and, therefore, provide them
with the most appropriate guidance, skills and strategies they will
need to successfully learn Spanish in a welcoming, safe
environment.
I went to school
I speak Arabic I don’t like making in Colombia for
I have
at home. mistakes in front of two years.
dyslexia.
everybody.
 Taking all of this into consideration, I know that
my conceptualization of the teaching of second
languages has drastically changed for the better. I
am more equipped to shape my language teaching
practices to the needs of my students and provide
the best support possible. More importantly, I
want my students to know that learning a
language is a journey that we will embark on
together and I will guide them to the best of my
ability to help them reach their potential.
Arnett, K. & Bourgoin, R. (2018). Access for success: Making inclusion work for language
learners. North York, ON: Pearson Canada.

Attanatta (2017). Spanish verb tenses [Online image]. Retrieved October 29, 2017
from https://www.flickr.com/photos/austinaronoff/31975592183/in/album-
72157679772833365/

Lightbown, P. (2014). Focus on content-based language teaching. Oxford: Oxford University

Press.

Netten, J. & Germain, C. (2012). A new paradigm for the learning of a second or foreign
language: The neurolinguistic approach. Neuroeducation, 1(1), 85-114. Retrieved from
http://francaisintensif.ca/media/acc-01a-a-new-paradigm-2012.pdf

Palmer, P.J. (1997). The heart of teacher: Identity and integrity in teaching. Change: The
Magazine of Higher Learning, 29(6), 14-21. Retrieved from
http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.1080/00091389709602343

Shaw, J. (2011). Solo acoustic guitar. On Acoustic sounds: Folkpop, Country, Celtic [Audio file].
Retrieved from
http://freemusicarchive.org/music/Jason_Shaw/Audionautix_Acoustic/SOLO_ACOUSTIC_GUITA
R_3-11