LEONIN, Ariel Y. Karina D. Pena, Ph. D.

Ph. D. CI Major in English Language Teaching CI607

A. Language Learning Theory:

1. Reflection of my teaching practices:

My view of language learning and teaching has evolved since I started teaching in 2009.
The view that English must be solely spoken all the time has influenced my teaching methods
and strategies in the classroom. On my first three years of teaching English, I always encourage
and sometimes force my students to speak the target language in the classroom. I even
incorporated punishment to my teaching specially when the target language is not used in the
classroom. I thought my students have that equal capacity to speak and understand the target
language until I encountered and explored various researches concerning English language
teaching. These researches gave me a point of realization that certain factors affect learners in
learning English as a second language. These factors are very important to consider since “one-
size-fits-all” perspective to language teaching is not beneficial all the time.

I now believe that learning English is psychological and sociological in nature. In my

classes, I provide a very meaningful input through audio-visual presentation, discussion of a
related article in the class, and asking of thought- provoking questions that will encourage the
learners to produce meaningful output. I also believe that learning the English language depends
on the kind of environment the teacher establishes in the classroom. If the environment is non-
threatening, learners will most likely enjoy learning to speak the target language with less
anxiety. My attitude as a language teacher also matters in the process. From being an idealistic
teacher who immediately corrects learners’ errors in the class, I became more sensitive with my
learners’ feelings. When they commit grammatical inconsistencies in speaking, I do not
immediately correct the error. I considered the meaning of their utterance more important than
the form of the utterance.
2. Choose the best practice:
Learners: The Heart of Language Instructional Design

As a language teacher, I always put the learners at the heart of the instructional design
process. The outcomes of the course are primarily based on the learners’ competencies. The
activities and assessment methods are also based on their interests and needs. Because of this, I
always make sure that students are given authentic learning experiences. These experiences,
sometimes, are not always under my control. Students can have the opportunity to choose the
means of doing these experiences. For instance, learners can choose to do a task in pair or in
tryads. Whatever options they prefer, I always play my role as a facilitator of learning. I go
around the classroom- asking questions to students or answering their questions about the task
given to them.

In my classroom, respect and understanding are two very important values that I always
emphasize. When I teach, I show them how respect and fun can work together to make learning
more possible. Respect to my students’ diversity is also important since learners come from
various sociocultural background. Learners have various learning styles and personality types.
Language classroom must be a safe place where learners can commit mistakes and learn from
their mistakes. These mistakes are not only addressed by the teacher but can be identified
initially through self and peer- assessment. When things are worked out collaboratively, learners
can promote their learning amongst their peers.

3. Generate a model:
Outcomes
EFFECTIVE LANGUAGE EFE TIVE LANGUAGE
INSTRUCTIONAL DESIGN INSTRUCTIONAL
Classroom ExperiencesDESIGN
culture language
Assessment
ability
LEARNERS
interest
view about
motivation
language

Teaching Methods

4. Discussion:
The role of the learners in language instructional design must not be overseen. Their
culture, language, interest, motivation, and view about language are very relevant basis of how
teachers can design language instruction that is very much suited to the learners’ needs.
When the four core elements of instruction (outcomes, assessment, teaching methods, and
classroom experiences) are anchored to our learners’ background, effective language
instructional design can be produced. This model implies an implementation that is humanistic in
nature. This means that learners whole- being must be engaged during instruction. Additionally,
learners must be able to develop a self-concept at end of the learning experience.

To translate the language learning model into practice, language teachers must include
students in planning, implementation, and assessments. For instance, language teachers can use
explicit teaching language structures. In this teaching methodology, the teacher initially scaffolds
the learners. When the learners are ready to do the task independently, the teacher then acts as a
facilitator. The students do not only receive scaffolding from the teacher, but other students can
give guidance as well. Through think-pair-share activities or collaborative activities, learners
gradually absorb the input. Language teachers should not perceive that all learners can receive
the same input in the same manner at the same time. As being emphasized in this model,
language learners have different needs and these needs should be the basis of the whole language
instructional design.
In terms of assessment, students can assess themselves and be reflective about their own
progress in learning. Skilled self-assessment can be as reliable as other forms of assessment.
Intrinsic motivation among the learners can be heightened and language teachers can have a real
picture of students’ strengths and weaknesses when self- assessment is combined with other
assessment tools in language instruction. The students can bring much to the table when given
the opportunity to be actively engaged in the process.