my
teaching philosophy
My approach to classroom and online Norwegian language teaching is influenced by my experiences as a learner, instructor and curricularist. I have learned languages (Norwegian, German, Spanish, Sami and Old Norse) in a variety of settings: immersion programs, choirs, high school, university, abroad programs, correspondence and online programs, and through independent learning. I have also instructed and developed curriculum for each of these types of programs, and Elderhostel programs as well. These experiences combined with my beliefs about the psychology of learning, specifically andragogic foreign language learning, have shown me that there is not only one way to teach something and never only one way to learn.
Like many practitioners, my approach towards foreign language learning and teaching is constantly evolving; it is continuously impacted by current research, student and peer feedback, observations, and my continuing experiences as a learner, instructor, and curricularist. And because I am an Applied Linguist, I believe that it is of utmost importance to see how theory and practice meet.
I believe that it is an asset to have a solid foundation in instructional methodologies rather than relying on one method from which only some students would benefit. While part of this foundation is specific to the field of foreign language learning, many of my beliefs about teaching and learning are elements that could be incorporated in any course. This type of eclectic approach, as long as it is built from a combination of theory and practice, gives me the opportunity to treat learners as individuals rather than making blanket assumptions of how they are best suited to learn. This allows me to be flexible, having lessons and ideas well thought out, but also always prepared with a backup plan.
Norwegian
I cannot separate my interest for teaching from Norwegian; my interests go far beyond the language, it is my heritage and identity. Although no one in my family spoke Norwegian while I was growing up, I have been involved with a variety of Norwegian language learning environments since the age of five. Each of the many programs I have been a part of offered a unique perspective of Norwegian-American and Norwegian cultures. These perspectives opened my eyes to the world of my forefathers and another way of life.
I demonstrate a passion for teaching Norwegian, and I believe that students will inevitably be affected by this energy and will engage themselves actively in the learning process. I thoroughly enjoy being an instructor of a heritage language because I get to play an active roll helping my students discover and make connections with their ancestry and to develop their cultural identity as well.
Beliefs about learning
My beliefs about learning language are centered around security and acceptedness, andragogy & individual differences, autonomy & student-centeredness, and process-orientation, much of which isn’t specific to foreign language learning.
Security and acceptedness: While I don’t believe in all the points Krashen makes, I do believe that all learning should stem from a feeling of security and acceptedness. When students walk into my classroom (physically or virtually) I want them to feel as though their beliefs, backgrounds, and personalities are equally and unconditionally respected and accepted from both me and their fellow students. Creating this environment can be challenging, but for true, meaningful learning to take place, affluent factors must be minimized. It is also important for me to know who I am teaching- not merely a name and a face, but to strive to learn about my students so that I can gear my teaching towards their interests and specific language learning motivations.
Andragogy & Individual differences: Because I specifically teach adults learners, I find Knowles’ distinction between andragogy and pedagogy to be a very important, yet often overlooked, aspect of how I approach teaching adult learners. I believe that learning takes place at all times in life; anyone can learn if given the appropriate tools. I expect learners to stretch their minds to their individual limits. Every student, regardless of their age or experience, contributes unique abilities, talents, and other valuable traits. Therefore, each student is encouraged to actively participate in the classroom.
Autonomy & Student-centeredness: It is essential that learners be responsible for their own learning, this gives them the opportunity to eventually become independent, critical thinkers. Giving students a voice in the classroom and an opportunity to discuss content matter among classmates proves to be both an engaging and meaningful experience. As learners get personally involved with the subject matter, the greater and longer-lasting their learning will be.
Process-orientation: Much like that of behaviorists, I believe that the skill of mastering a language is much like mastering any skill; it takes practice. I don’t believe that many learners fully grasp everything the first time around. This is especially true for American students who, generally speaking, don’t have a solid language learning background. Therefore, it is important for students to have several opportunities to work with the language before they are expected to have mastered it.
Beliefs about teaching
Balance: One issue that stirs much debate is the issue of how much or how explicit various aspects of the language should be taught (form vs. meaning, written vs. oral communication, etc.). Research has shown us that there is more than one solution to this challenge, but that the solution must incorporate balance. Methods that have incorporated an either-or mentality or that have heavily waited specific elements of the language have not been successful.
Culture: Language can never be separated from the context of culture, specifically within a heritage language learning environment. A majority of my students come with various experiences and perceptions of Norway from their experience in Norwegian-America. My role is to affirm their past experience with the heritage culture, to refresh their memory by constantly having them apply their knowledge, but also to expand their background knowledge. I believe that authentic cultural contexts and connections deepens language acquisition.
Target language use: Because I have such little time together with my students, I strongly believe that modeling Norwegian is essential in developing my students’ language abilities. This process, largely based on first language acquisition models of instruction, immerses the student in the materials. Because the students that I teach have English as their native language, and Norwegian is so closely related in terms of sentence construction, I help my students identify strategies for understanding the language so that I can remain in the Target Language during the little time we have together.
Feedback: I also strive to provide the type of individualized and constructive feedback that generates improvement and growth. My views on feedback are in line with Focus on Form advocates (feedback shouldn’t interfere with communication) and motivational psychologists Deci and Ryan (feedback can have a profound affect on one’s intrinsic motivation, so the more specific the better).
New technologies: One last essential piece of my philosophy is to be attuned to technological developments for language learning. A significant element of my teaching involves the use of technology in asynchronous, synchronous, and virtual language environments. I believe these new technologies offer exciting new resources and platforms, which, if used correctly, can lead to greater understanding.
As current technology and research in new, unexplored or under-explored fields develops, and my experiences as a learner, instructor and curricularist continue to expand, I will continue to refine and reflect upon this philosophy of teaching.
My approach to classroom and online Norwegian language teaching is influenced by my experiences as a learner, instructor and curricularist. I have learned languages (Norwegian, German, Spanish, Sami and Old Norse) in a variety of settings: immersion programs, choirs, high school, university, abroad programs, correspondence and online programs, and through independent learning. I have also instructed and developed curriculum for each of these types of programs, and Elderhostel programs as well. These experiences combined with my beliefs about the psychology of learning, specifically andragogic foreign language learning, have shown me that there is not only one way to teach something and never only one way to learn.
Like many practitioners, my approach towards foreign language learning and teaching is constantly evolving; it is continuously impacted by current research, student and peer feedback, observations, and my continuing experiences as a learner, instructor, and curricularist. And because I am an Applied Linguist, I believe that it is of utmost importance to see how theory and practice meet.
I believe that it is an asset to have a solid foundation in instructional methodologies rather than relying on one method from which only some students would benefit. While part of this foundation is specific to the field of foreign language learning, many of my beliefs about teaching and learning are elements that could be incorporated in any course. This type of eclectic approach, as long as it is built from a combination of theory and practice, gives me the opportunity to treat learners as individuals rather than making blanket assumptions of how they are best suited to learn. This allows me to be flexible, having lessons and ideas well thought out, but also always prepared with a backup plan.
Norwegian
I cannot separate my interest for teaching from Norwegian; my interests go far beyond the language, it is my heritage and identity. Although no one in my family spoke Norwegian while I was growing up, I have been involved with a variety of Norwegian language learning environments since the age of five. Each of the many programs I have been a part of offered a unique perspective of Norwegian-American and Norwegian cultures. These perspectives opened my eyes to the world of my forefathers and another way of life.
I demonstrate a passion for teaching Norwegian, and I believe that students will inevitably be affected by this energy and will engage themselves actively in the learning process. I thoroughly enjoy being an instructor of a heritage language because I get to play an active roll helping my students discover and make connections with their ancestry and to develop their cultural identity as well.
Beliefs about learning
My beliefs about learning language are centered around security and acceptedness, andragogy & individual differences, autonomy & student-centeredness, and process-orientation, much of which isn’t specific to foreign language learning.
Security and acceptedness: While I don’t believe in all the points Krashen makes, I do believe that all learning should stem from a feeling of security and acceptedness. When students walk into my classroom (physically or virtually) I want them to feel as though their beliefs, backgrounds, and personalities are equally and unconditionally respected and accepted from both me and their fellow students. Creating this environment can be challenging, but for true, meaningful learning to take place, affluent factors must be minimized. It is also important for me to know who I am teaching- not merely a name and a face, but to strive to learn about my students so that I can gear my teaching towards their interests and specific language learning motivations.
Andragogy & Individual differences: Because I specifically teach adults learners, I find Knowles’ distinction between andragogy and pedagogy to be a very important, yet often overlooked, aspect of how I approach teaching adult learners. I believe that learning takes place at all times in life; anyone can learn if given the appropriate tools. I expect learners to stretch their minds to their individual limits. Every student, regardless of their age or experience, contributes unique abilities, talents, and other valuable traits. Therefore, each student is encouraged to actively participate in the classroom.
Autonomy & Student-centeredness: It is essential that learners be responsible for their own learning, this gives them the opportunity to eventually become independent, critical thinkers. Giving students a voice in the classroom and an opportunity to discuss content matter among classmates proves to be both an engaging and meaningful experience. As learners get personally involved with the subject matter, the greater and longer-lasting their learning will be.
Process-orientation: Much like that of behaviorists, I believe that the skill of mastering a language is much like mastering any skill; it takes practice. I don’t believe that many learners fully grasp everything the first time around. This is especially true for American students who, generally speaking, don’t have a solid language learning background. Therefore, it is important for students to have several opportunities to work with the language before they are expected to have mastered it.
Beliefs about teaching
Balance: One issue that stirs much debate is the issue of how much or how explicit various aspects of the language should be taught (form vs. meaning, written vs. oral communication, etc.). Research has shown us that there is more than one solution to this challenge, but that the solution must incorporate balance. Methods that have incorporated an either-or mentality or that have heavily waited specific elements of the language have not been successful.
Culture: Language can never be separated from the context of culture, specifically within a heritage language learning environment. A majority of my students come with various experiences and perceptions of Norway from their experience in Norwegian-America. My role is to affirm their past experience with the heritage culture, to refresh their memory by constantly having them apply their knowledge, but also to expand their background knowledge. I believe that authentic cultural contexts and connections deepens language acquisition.
Target language use: Because I have such little time together with my students, I strongly believe that modeling Norwegian is essential in developing my students’ language abilities. This process, largely based on first language acquisition models of instruction, immerses the student in the materials. Because the students that I teach have English as their native language, and Norwegian is so closely related in terms of sentence construction, I help my students identify strategies for understanding the language so that I can remain in the Target Language during the little time we have together.
Feedback: I also strive to provide the type of individualized and constructive feedback that generates improvement and growth. My views on feedback are in line with Focus on Form advocates (feedback shouldn’t interfere with communication) and motivational psychologists Deci and Ryan (feedback can have a profound affect on one’s intrinsic motivation, so the more specific the better).
New technologies: One last essential piece of my philosophy is to be attuned to technological developments for language learning. A significant element of my teaching involves the use of technology in asynchronous, synchronous, and virtual language environments. I believe these new technologies offer exciting new resources and platforms, which, if used correctly, can lead to greater understanding.
As current technology and research in new, unexplored or under-explored fields develops, and my experiences as a learner, instructor and curricularist continue to expand, I will continue to refine and reflect upon this philosophy of teaching.