Teaching Philosophhy

As a scholar and educator, I approach the classroom as a dynamic and collaborative space where students are not passive recipients of knowledge but active participants in their own learning journey. My teaching philosophy is deeply rooted in my dual commitments to innovative pedagogy and research in second language acquisition (SLA). I believe that successful teaching fosters not only linguistic proficiency but also cultural empathy, critical thinking, and lifelong learning.

The Evolution of My Teaching Philosophy
My early teaching experiences in Madrid, Spain, shaped the foundation of my approach to SLA. Witnessing the inefficacy of rote memorization and decontextualized grammar drills, I realized the necessity of creating a communicative, student-centered classroom. Language is not simply a system of rules; it is a living, breathing means of interaction that enables individuals to connect across cultures. My initial struggle to develop effective teaching strategies led me to embrace reflection, collaboration, and innovative methods—qualities that continue to guide my pedagogical evolution.

At the university level, my role has evolved from being the “expert” to becoming a facilitator of student learning. I position myself as a guide, helping students navigate the complexities of language acquisition while equipping them with tools to interact meaningfully with diverse communities. I expect students to take ownership of their learning, engage critically with the material, and apply their language skills to both academic and real-world contexts.

A Communicative, Inclusive, and Research-Driven Classroom
My classroom emphasizes communicative and cooperative learning strategies, where students actively use the target language to solve problems, collaborate on tasks, and engage with authentic materials.

Inclusivity is central to my teaching. Recognizing the diverse identities and experiences students bring to the classroom, I design lessons that reflect and celebrate this diversity. By integrating materials that address topics such as same-sex marriage, immigration, and bicultural relationships, I ensure that underrepresented groups feel seen and valued. Simultaneously, I provide all students with opportunities to engage critically with global social issues, fostering a classroom culture of empathy and mutual respect.

My teaching is also informed by ongoing action research. For instance, I integrate AI tools like ChatGPT to individualize learning and enhance autonomy, exploring their potential to transform SLA pedagogy. This approach allows me to design tasks tailored to students’ professional and academic goals, such as task-based activities that simulate real-world communication in fields like healthcare or business. I analyze the outcomes of these strategies through both qualitative and quantitative measures, using the results to refine my methods and contribute to the broader field of language education.

Balancing Personal Connection and Rigorous Assessment
I strive to build meaningful relationships with my students, understanding that personal connection is key to fostering motivation and engagement. I incorporate their unique experiences into the classroom, encouraging them to view language learning as a personal and transformative journey. However, I balance this relational approach with a commitment to rigorous assessment. My courses are designed to evaluate both linguistic competence and cultural understanding, with assessments ranging from structured interpersonal communication tasks to reflective assignments that encourage students to connect language with their broader academic and personal goals.

Integrating Research and Teaching
As a scholar of SLA, my research directly informs my teaching. I employ computational methods to analyze linguistic patterns and explore the effectiveness of AI tools in language learning. My work on AI literacy and task-based learning strategies bridges the gap between research and practice, enabling me to contribute to the field while enhancing student outcomes. Additionally, my commitment to outreach—such as organizing AI literacy workshops for K-12 teachers—underscores the importance of connecting academic research with community impact.

Inspiring Lifelong Learning
Ultimately, my goal is to inspire students to see language as more than a set of vocabulary and grammar rules. Language is an organic, evolving system that reflects the complexities of human interaction. Through my courses, I hope to show students that learning a language is not just about acquiring a skill but about developing a deeper understanding of the world and their place within it. I encourage them to embrace the challenges and rewards of language learning, fostering a sense of curiosity and a lifelong commitment to growth.

In my teaching, I aim to integrate the principles of equity, innovation, and research to create a transformative educational experience. By fostering meaningful connections between students, languages, and cultures, I hope to equip them with the tools to navigate an increasingly interconnected world.