TESOL

A Current Controversy in the Field of TESOL

A Current Controversy in the Field of TESOL

Introduction

As colleges continue to serve linguistically diverse populations, one of the greatest needs of colleges is to identify effective methods for Teaching English to Speakers of other languages (TESOL). This study is based on my personal teaching experience method. It also highlights how my language learning experiences influence my instructional approach with ESL learners. By documenting my language learning experiences of with non-native English speakers, and how my personal struggles have shaped my own teaching approach, much can be learned.

According to Barbier (2003, pp. 256-267), those instructors who've studied English as a Second Language (ESL) themselves, also have valuable stories, because they can personally identify with some of their students' experiences. One critical key for educators working in linguistically diverse classrooms is understanding and respecting learners from a variety of backgrounds as they adapt to cultural differences (Chen, Boyd, & Goh 2003, 22-36.; Soliday & Gleason 1997, 64-78). Recording teachers' language learning narratives, and understanding how they affect teaching strategies and students' language performance, provides valuable data (Gudmundsdottir 1997, 1-3; Waxman & Padron 1995, 44-65). This can contribute to more effective methods for Teaching English to Speakers of other languages (TESOL). My personal case study presented here therefore, is my personal narrative. I am a professor with a passion for language learning and how it shapes my TESOL approach.

I have thirty years of TESOL experience in the City University of New York (CUNY). I am highly respected by my colleagues, my student evaluations have been exemplary, and most of my learners receive passing grades. Being a native Spanish speaker, I am also fluent in English, French and Italian. In order to learn about My experiences, a qualitative approach was used. This consisted of open-ended interviews, observations of classroom teaching and notes collected during a 16-week semester. The interviews were tape recorded and transcribed to preserve my unique experiences. I was mainly interested in finding out what could be learned by looking at my language learning experiences. After coding the primary data, my experience was written as descriptive story in three categories: (1) Personal Background, (2) Language Learning, and (3) Language Teaching.

My Personal Background

I, the youngest of three children, was born and raised in Puerto Rico. I speak Spanish at home and learned English as a Foreign Language in school. My mother was a first grade teacher and my father was an engineer. I always loved school and was an excellent student. When I was five years old, I was placed in the second grade because there were no seats left in the first grade. I was always the smallest child in my classes, but I worked very hard to keep up.

My childhood role model was my maternal grandmother, who struggled as a widow to raise her own family in Puerto Rico. The legacy of working hard to achieve one's goals was firmly planted in her mind. My grandmother was married to a man that worked for ...