MY LANGUAGE LEARNING PHILOSOPHY

Language Learning Philosophy

Talissa Noriega

ITE 320: Instructional and Assessment Methods for Multilingual Learners

University of Hawaiʻi at Mānoa

December 8, 2018
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Introduction

This paper will share my views on language learning philosophy. A language learning

philosophy is my view points on what I believe is important in instructing Multilingual Learner

(MLLs). To present my philosophy I will share the objectives I hope to accomplish in the

classroom as an MLL teacher. Next, I will discuss the instructional methods I have used and plan

to use to accomplish my MLL teaching and learning objectives. To follow I will share the

evaluation practices I will use to examine how well I am performing as an MLL teacher. Lastly,

I will sum up my language learning philosophy and will share how I envision my MLL future

instruction.

Objective

One of my goals as a teacher of multilingual learners (MLLs) is to provide the

differentiation each MLL needs according to their WIDA level. I have observed classrooms

where teachers teach use whole group instruction and provide all the students in the classroom

with the same content. This approach to instruction fails to acknowledge MLLs’ different

English language development (ELD) levels. Not only have I observed other teachers provide

all students with the same instruction, but I have also done so in my past teaching experiences,

likely because I did not have the knowledge of MLL’s verifying ELD levels like I do now. for

this reason, it is a goal of mine to differentiate MLL instruction according to their language

needs because. I say this because I have witnessed MLLs struggle to complete assignments that

did not provide the language supports they needed in order to succeed.

My second goal as an MLL teacher is to create a classroom environment where MLLs

feel comfortable using the English language (L2) and their native language (L1) simultaneously.

There have been many instances where I have seen that MLLs in my field experience classroom
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feel that they need to hide their L1 and only use English because their peers have teased them, or

their teacher never encouraged them to use their L1 in the classroom. By highlighting the

importance of and respecting students’ native languages, I hope to create a classroom climate

that promotes MLLs’ use of their L1. Culture is important, and language plays a huge role in the

classroom.

My final MLL instruction goal is to encourage the participation of parents in their child’s

language development. I have experienced taking part in parent teacher conferences where the

MLLs parents would come in and ask how their child’s learning can be continued at home. I

would like to facilitate conversations with parents by communicating helpful ways that they can

support their child’s language development at home through the use of use of their L1. I would

suggest students and parents use their L1 as much as possible.

Methods

To meet my first goal of differentiating instruction focused on MLLs’ speaking, listening,

and writing skills, I will need to use instructional variety when teaching lessons. Instructional

variety refers to a teacher’s variability and flexibility in delivering instructional content” (Borich,

2015, p. 131). I first need to be aware of the WIDA levels of each of the MLLs in the class.

From there, I can incorporate the use of visuals. Herrell & Jordan (2012) state, “visual

scaffolding is an approach in which the language is made more understandable by the display of

drawings or photographs that allow students to hear English words and connect them to the

visual images being displayed” (p. 26). I can incorporate visuals to support vocabulary learning

and it is applicable throughout all WIDA levels.

In addition, I will use sentence frames to support the speaking skills. Sentence frames

can be differentiated throughout the levels by including more or less blanks. Next, I will also
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utilize inner speech or individual reflection which provides MLLs the opportunity to reflect on

questions aimed at higher-order thinking (Himmele & Himmele, 2009, p. 90). By providing

MLLs with the thinking time to themselves, it lessens the anxiety and their affective filter which

allows for more participating in a low-risk setting.

Another example of an instructional strategy is the ensure the input being given to my

MLLs is comprehensible yet challenges the student slightly above their proficiency level. This is

also known as the input hypothesis presented by Stephen Krashen. According to Brantley

(2007), “comprehensible input is described as input that is clearly presented in shorter, more

understandable speech patterns that are related to the learner’s background knowledge” (p. 22).

By making the content understandable and also highlighting each MLL’s Zone of Proximal

Development, I will see more growth in their language learning.

Lastly, I will utilize resources such as the Sheltered Instruction (SI) checklist, lesson plan,

and differentiation template to ensure I am supporting students throughout the proficiency levels.

These resources allow me to take a closer look at my lesson and appropriately accommodate

each learner in my classroom through the use of adapted and supplemental materials.

To ensure I create a classroom environment where students feel safe to use the English

language and their native language, I will enact the use of predictable routines, total participation

techniques, and bilingual books. Herrell & Jordan (2015) explain that predicable routines and

signals support MLL’s use of language because, “having set patterns, routines, and signals help

them relax and not worry as much about being able to follow the sequence of events and

activities during the school day” (p. 18). One predictable routine I would like to incorporate is a

greeting every morning and goodbye before students leave in a new language. I would first

highlight the languages spoken in the classroom and then branch out to other languages spoken
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around the school and even the world. Hopefully by incorporating MLLs’ native languages into

the classroom, the students will feel safe using their L1 and their peers will feel more

comfortable hearing it because they themselves have practiced the language. Also, to lower

MLLs’ affective filter, I would like to incorporate total participation techniques (TPTs) in my

lessons. Himmele & Himmele (2009) explain that TPTs, “create opportunities within our

lessons for all students to demonstrate active engagement” (p. 143). One TPT I would focus on

is think-pair-shares where students are presented a topic and are directed to share their ideas or

thoughts about the topic with a peer sitting next to them or across. After, students share out what

was said in the conversation. Think-pair-shares are effective for MLLs because it provides them

with an opportunity to process what they’re learning and practice using language in a low risk

environment (Himmele & Himmele, 2009). Lastly, in my classroom library I want to provide

bilingual books for my students. As a teacher of MLLs, I should make “intentional efforts at

promoting literacy in the home language by stocking our libraries with primary language

resources” (Himmele & Himmele, 2009, p. 40). When MLLs see their language around their

classroom, they will feel their language is accepted and appreciated in the classroom.

To achieve my goal of supporting parents of MLLs in being active in their child’s language

development, I would like to advocate for the use of the home language and encourage family

read-alouds. One way for parents to help their child’s language development at home is to

constantly use the child’s L1 at home. Although it might sound strange to encourage the use of a

child’s native language when they’re in the process of acquiring a new language, but research

heavily supports the fact that, “the stronger the academic language development in the first

language, the easier and faster the transition will be into English” (Himmele & Himmele, 2009,

p. 37). In other words, the more proficient the MLL is in their L1, the more proficient they will
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be in their L2. With the support from a child’s parents, the child’s home environment with play

a critical role in attaining the goal of the second language.

Evaluation

To ensure I meet my goal of differentiating instruction based on students’ WIDA levels, I

will collect MLL data weekly throughout the content areas they are struggling with and where I

will implement the different explained strategies. The data will allow me to see if the students

have grasped the content being taught and growth will be shown in their classwork. Through the

action of collecting student data, I will be able to adjust the strategies accordingly and determine

my next steps.

To assess my ability to create an environment where students feel safe to use language, I will

see positive interaction between my students. The classroom climate will change to where I can

hear native languages being used proudly throughout the classroom and the use of those

languages will not be put down. In addition, I will see an increase of participation because the

MLL’s affective filters will be lowered.

To evaluate the amount of support my MLLs are receiving at home, I will create positive

relationships with their parents. This will be done through parent teacher conferences and by

using a phone application called “Remind.” This will allow me to have communication with the

parents outside of the classroom. I will know read-alouds and the use of home language is

helping the students when I receive positive feedback from my MLL parents. I will also see

more confident learners because the strategies have lowered their affective filters.

Conclusion

In conclusion, language is a powerful tool that is used by us as teachers and by our

students. Language is how people communicate feelings and ideas and it is my job as teacher of
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multilingual learners to provide an environment where they feel supported in their language

development, safe to practice and develop their language, and lastly, feel their culture and home

language is appreciated in all areas of their life Multilingual learners enter our classrooms with

rich knowledge and capabilities they need to explore and I would like to be a positive part in

cultivating that development.

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References

Brantley, D. K. (2007). Instructional Assessment of English Language Learners in the K-8

Classroom (1st ed.). London, UK: Pearson Education, Inc.

Borich, G. (2015). Observation skills for effective teaching: Research-based practice (7th ed.).

Boulder, CO: Paradigm Publishers.

Herrell, A.L., & Jordan, M. (2015). 50 strategies for teaching english language learners (4th

ed.). New York, NY: Pearson.

Himmele, P., & Himmele, W. (2009). The language-rich classroom: A research-based

framework for English language learners. Alexandria, VA: ASCD.