My Teaching Philosophy

I am a critical social scientist (Creswell & Poth, 2018) using the transformative paradigm (Neuman, 2011). I am also a proponent of "principled eclecticism" (Larsen-Freeman &, Anderson, 2011, p.229) and culturally sustaining pedagogy (Parish, 2012). Rather than relying on a single method or strategy, principled eclecticism is an approach to language instruction that draws from a variety of methods and strategies. I also think that knowledge is built upon wonder, reflection, and creativity.

My teaching philosophy is based on the following principles:

Education is a Lifelong Process

Learning should not end when students graduate from school. I believe that it is important for students to continue learning and growing throughout their lives, and school education should equip them with that.

Students are Active Participants in Their Own Learning

I believe that students learn best when they are actively engaged in the learning process and are not considered empty vessels to be filled. I encourage students to ask questions, share their ideas, and take risks.

Learning is a Social Activity

Learners have a rich cultural and linguistic "fund of knowledge," regardless of their origin, that constitutes an asset in the learning process. I believe that learning is most effective when it takes place in a social context, and the classroom is a community where funds of knowledge are shared and exchanged. I encourage students to collaborate with each other and learn from each other's experiences.

Learning is a Joyful Experience

I believe that learning should be enjoyable. I create a positive and supportive learning environment where students feel safe to take risks and make mistakes for learning and growth.

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