PHILOSOPHY OF TEACHING 

Language Instruction

My approach to classroom language instruction is influenced by my beliefs about the psychology of learning and the sociology of the college classroom environment, with particular reference to the nature of foreign language acquisition by adult learners. While my instructional philosophy continues to develop, some of my current beliefs and practices are outlined below.

Psychology of learning
I believe that students are most successful when they feel valued as individuals, supported, and motivated to learn. As a teacher, it is my responsibility to create and maintain a learning environment with these things in mind.

Individual value
Each student is equally and unconditionally valued and respected, regardless of ability or performance in the classroom. Each student is expected to participate equally. Those who struggle are not passed over in favor of those who excel. Mistakes are treated as an inevitable part of the learning process. Corrections are made in a non-threatening manner, and without condescension. Rules (e.g., no speaking English, no late assignments accepted) are established early and enforced without exception to ensure a sense of fairness to all.

Support
Students are given as much support as possible. Expectations are clearly stated (i.e., the grading system), and class periods are designed to provide sufficient practice and reinforce-ment of material before testing takes place. Students are praised for correct reponses, and are helped when experiencing difficulty.
Students also receive a great deal of support from each other.Through a variety of activities which involve pair and group work, students get to know each other and, as a result, develop a powerful sense of community. When a fellow classmate does not know an answer, or is struggling with the material, members of the group often volunteer their help. This type of peer support is strongly encouraged. (The language of social interaction, connection, and rapport which evolves in this type of context relates to my research on pragmatics).

Motivation
It is impossible to teach students something they do not want to learn. Since many students take a foreign or second language simply to fulfill a requirement, extra effort must be made to gain and keep their interest. It is important to foster a positive experience and individual involvement.
I attempt to motivate my students by: (1) making adjustments in the material and pace of the class to suit the students in front of me, (2) making the material relevant to their lives, (3) dividing each class period into several, short duration activities which require active participation by all, (4) having and encouraging a sense of humor, (5) bringing in "realia", that is, authentic examples of the language Germans use to relate to each other, and (6) introducing audio/visual materials. In addition, I have set up a selection of CD-Roms on German language, literature, and culture for student use in Moore Hall's computer labs.
I have also re-designed our curriculum and have begun to offer German courses at "non-traditional" or "creative" times, which seem to fit the students' schedules better (e.g., first year courses that meet 3 days per week are offered both in the morning and in the afternoon).

Learning a foreign/second language
My experiences as a teacher, learner, and researcher of language have led me to believe the following: (1) A foreign language can, and, circumstances permitting, should be taught in the target language from the start; (2) Listening and speaking skills develop faster and more successfully through interactive task-based methods; (3) Foreign language learners can, and given sufficient opportunity, should develop an understanding of the grammatical basis of the language that they are becoming fluent in. There is an increasing number of research findings that indicate that learners benefit from a focus on form as they develop their foreign language skills.