I think learning languages is really important nowadays, because it is necessary almost everywhere. We need to be able to speak another language, especially English, in almost every job, we are a multicultural earth, we communicate over the internet to people all over the world and English is the language most spoken. Even if you work at Burger King, it can happen that customers come in who are not able to speak German and you will have to communicate with them somehow.
When I think back to what I have learned about a good teacher and a successful language learner, I remember that the teacher plays an important role because he manages the whole classroom including the atmosphere and the motivation. If he is not motivated, the class won´t be either because they will be bored. A good teacher should know about different learner types and should be able to handle them with the right strategies. Many problems can show up like different cultures and backgrounds of the learners. So the teacher and the learners have to find a way to collaborate with each other. Another important fact is that the teacher has to teach the learners all four skills of language learning instead of focusing at one. Writing, listening, speaking and reading skills should be taught on the same level. Furthermore, the materials a teachers uses should be interesting for the learners and motivate them. So if the students are not motivated or do not respect their teacher, he or she has to find a way how to change it. I see the major problems individuals face when learning languages in the different ways pupils learn. No class is homogenous and every single student in it has his/her own way of learning and dealing with another language. Some are more motivated or even already in touch with another language and some seem to despise to learn another language. Some are stronger and some are weaker in learning. And the teacher has to deal with all of them at the same time. So you have to manage to help the weaker ones without to letting the stronger pupils become demotivated.
I think languages fit in with other subjects in many different ways. We always communicate in a language. This is mostly German. So I do not see a real difference in the communication in German or English in a subject. The only one is probably the fact that the students or pupils have to learn the vocabulary for being able to speak in other subjects in English also. So you could teach every subject in anothe
Table of Contents
1. Questionnaire (reflective statement of personal teaching philosophy I)
2. Knowledge of subject matter essay:
3. Critical learning incident essay
4. Personal diary/reflection log
5. Homework assignment: a critical review of an article in an academic journal
6. Reflection on group work/ task
7. Questionnaire (reflective statement of personal teaching philosophy II)
Objectives and Core Themes
This portfolio documents the author's personal development, reflections, and insights gained during the "Scaffolding English" course. The central objective is to explore and evaluate the application of scaffolding techniques in foreign language education to improve student engagement, competence development, and learning autonomy.
- The theoretical and practical significance of scaffolding in EFL (English as a Foreign Language) classrooms.
- Methods for creating inclusive and structured learning environments to cater to diverse learner levels.
- The importance of teacher preparation, clear instruction, and the use of diverse media.
- Reflective analysis of classroom tasks, including "Station Work" and the "Jigsaw Method".
- Integrating social competences and emotional involvement into language learning.
Excerpt from the Book
3. Critical learning incident essay
When I think back about the classes we have had during this course, I have had two learning experiences which still stick in my mind.
The first one appeared during the presentation of the different tasks of the text “principles of a good ELT”. Another group had their presentation and showed the class their really chaotic written foil on the overhead projector. Nobody could understand what this term was about and how to read and understand the foil. Because of the talk we had about this failure of the presentation, I have realized how important it is that the teacher is able to design readable, defined and structured foils. Otherwise the students will not understand the topics, connections or what they are supposed to do. In this case they could even become frustrated because they may not understand what they are supposed to do or what they are doing. So designing good foils is a scaffolding part to help the students in their development. Our aim should be that the students are able to understand instructions, descriptions, questions and so on. If the teacher already fails on the introduction to a new topic, the outcome of the students will not be good or even completely wrong, because of the misunderstandings which will appear. It does not matter if the instructions, tasks or questions are written on a board, a foil or on power-point; they should all be clear structured, readable, without too much information (that could confuse the students also) and understandable depending on the students level.
Summary of Chapters
1. Questionnaire (reflective statement of personal teaching philosophy I): The author outlines initial thoughts on the importance of English and the role of the teacher in managing motivation and diverse learner types.
2. Knowledge of subject matter essay: This section details the author's discovery and initial understanding of "Scaffolding" and Vygotsky’s "Zone of proximal development".
3. Critical learning incident essay: A reflection on negative experiences with unclear presentations that highlighted the necessity of structured instructional materials.
4. Personal diary/reflection log: The author evaluates specific teaching methods encountered in the course, such as the Jigsaw Method and the impact of the new German educational standards.
5. Homework assignment: a critical review of an article in an academic journal: A detailed analysis of a "Station Work" project on California, focusing on its potential for independent and motivated learning.
6. Reflection on group work/ task: Reflection on a task involving "visualizing the protagonist," demonstrating how practical activities foster student imagination and emotional connection.
7. Questionnaire (reflective statement of personal teaching philosophy II): A closing reflection on how the semester solidified the author's teaching philosophy and the importance of thorough preparation in the classroom.
Keywords
Scaffolding, English as a Foreign Language, EFL, Teaching Philosophy, Station Work, Jigsaw Method, Teacher Role, Student Motivation, Zone of Proximal Development, Classroom Management, Educational Standards, Learning Competences, Instructional Design, Task-based Learning, Student Autonomy
Frequently Asked Questions
What is the core focus of this portfolio?
The portfolio focuses on the author’s professional development as a future teacher, specifically exploring how "scaffolding" supports students in learning English and reaching higher levels of proficiency.
What are the primary themes discussed?
Key themes include teacher preparation, the importance of student motivation, the role of clear visual aids, and the implementation of effective teaching methods like station work.
What is the main goal of the author's research?
The goal is to understand how a teacher can best prepare students for tasks, reduce frustration, and foster an environment where students can learn and understand subjects independently.
Which teaching methodologies are analyzed?
The author analyzes several methodologies, including the Jigsaw Method, Station Work, and task-enabling support through visualization techniques.
What does the main body of the text cover?
The main body contains personal reflections on course sessions, a critical review of an academic article on teaching California, and evaluations of group tasks performed during the seminar.
Which keywords best characterize this work?
Keywords include Scaffolding, EFL, Teacher Role, Student Motivation, Station Work, and Learning Competences.
How does the author view the "Station Work" methodology?
The author considers it a highly effective and motivating method that encourages independent working and social competence, though they suggest starting with fewer stations for beginners.
What role do "emotions" play in the author’s teaching theory?
The author believes involving students' emotions and imagination is crucial for better understanding and engagement, particularly in foreign language learning.
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- Nadine Custer (Autor:in), 2011, Scaffolding English, München, GRIN Verlag, https://www.grin.com/document/263867
