TEACHING PHILOSOPHY

I have put in practice various methodologies and approaches: The Grammar Translation, the Direct Method, the Audiolingual, and the Cognitive-Code Method.  I have incorporated Modern Adaptations of the Direct Method:  Total Physical Response (TPR) and the Natural Approach.  I have also used Humanistic Approaches to Language Teaching: Community Language Learning (CLL), the Silent Way-Learning through Self-Reliance.  I have incorporated Classroom Assessment Techniques (CATs) with the purpose of assessing communicative, critical thinking and global perspective skills.  I am continuously receiving training in the use of multimedia and Computer Assisted-Learning Methods (Telecourses, Internet Delivery, Power Point Presentations, Long Distance Learning/Blackboard).  As a result, I have adopted an eclectic approach to language learning and teaching.  However, my eclecticism is principled in order to have an effective instruction and choose intelligently techniques and activities related to specific program objectives.  I realize that learning is a complex process and that students must be treated as individual persons who have different needs, styles and preferences.  In other words, and most importantly, I strongly believe that both the rate and the degree of success of second language learning are affected by individual learner differences.  Furthermore, we should look for a multiplicity of ways to respond to the challenge of teaching.  Any comprehensive theory of second language acquisition should consider learner factors, such as age, aptitude, attitude, motivation, personality, cognitive style and preferred learning strategies.