6. The Role of Technology in Second Language Teaching and Learning

The use of technology offers the possibility to enhance education. For this reason, technology should play a central role in second language teaching and learning.

 EFL/ESL Teachers need to find ways to integrate new technologies into their classrooms and lessons as they bring huge benefits to language learners. Technologies such as videos, podcasts, blogs, etc. allow learners to improve their language skills. For instance, students can practice their writing skills by writing a blog, or practice their listening skills through a podcast or video. By using these technologies, students feel more engaged in the learning process as they practice their macro-skills in a more interesting way.

Students enjoy using several technologies as part of their strategic investment. Many learners like to watch videos or read articles in wikis. Others prefer to listen to podcasts, or play video games. It all depends on the students´ likes and interests. Moreover, it depends on what students need to improve or work on. For example, is it their listening skills? Is it their grammar? Is it their vocabulary?, etc. Here, we can see how technology is a great resource for students to practice their English outside the classroom, at all times and according to their personal situation.

Nowadays, teachers also have the opportunity to use social networks to communicate with students and make the learning process more interactive. Through social networks, there is space for collaborative learning. Besides, social networks can create a sense of community if they are used effectively.

We live in the “digital age”. It is essential that teachers keep updated with technologies that can help enhance the learning process. Both English teachers and learners need to know how to use the latest technologies and take advantage of them. 

5. The Role of Research in Improving Our Understanding of Teaching

The different conceptions of teaching in the recent history of language learning help us understand different teaching approaches. According to the science-research conception of teaching, teaching methods are developed from applications of research.

Our understanding of teaching, then, will be affected by our research into language learning and teaching. As we test our findings in the classroom, research will allow us to reflect on our teaching methods, techniques, and strategies. This constant process of research and experimentation will allow us to see if there are aspects of our teaching that we need to change or improve. 

 “Good teaching is a question of applying the findings of research”.  

Research is useful for many different purposes. Because of research, we learn about the world of teaching. We get to know and learn about several aspects of it: teaching methodology; planning lessons, classroom management, etc. But, the key point comes when we apply our knowledge and findings in our classes. During that moment, we experience what we knew only through theory. We get a chance to prove our hypotheses, and come up with new findings. It is then when we reflect on what is working and what is not working in our classes. Along comes the opportunity to improve our teaching and lessons for the benefit of our students. We can see how research not only prepares us before our classes, but also helps come up with new answers and conclusions.

Doing research is essential for every teacher. We need to adapt ourselves to our students´ needs, and be able to respond to them. If we want to be effective teachers, then we need to keep learning, unlearning, and relearning. Research definitely helps us develop new skills, face new challenges, and grow as teachers.

4. What Experience Do I Have of Learning a Foreign Language?

I started having English classes since I was in elementary school, which gave me good bases for junior high. Throughout elementary school, I probably had two teachers. More than anything, I learned basic vocabulary such as the alphabet, greetings, numbers, colors, etc. My teachers used the Total Physical Response method. Expressions like “stand up” and “sit down” were among first ones that I learned in English. My teachers also used the Audio-Lingual method. They used techniques such as drills. I also remember using different textbooks. English was not a subject that I particularly loved in elementary school. But, the teaching methods were effective for this stage. After all, I did learn basic vocabulary.

Things were different in junior high. There was more emphasis on English at my school. I did not like my classes though. Sometimes, it was the classic example of “a teacher that only writes on the board the whole class; and then, students have to write down on their notebooks”. Other times, we would use the textbook a lot, and do some controlled and semi-controlled practice. On the other hand, free-practice was extremely rare. I gained some knowledge about different tenses, but I definitely did not work on my language skills. Besides, much of what I learned was, at the end, rote learning. My teacher probably knew a lot about the subject matter, but his teaching method was not effective. His classes were uninspiring and predictable.

Everything changed for the better when I changed schools. Of course, I had a new teacher. This teacher gave me classes in ninth grade and high school. The teacher only used L2, and we had to use L2 as well. The teacher used different techniques and activities of methods such as the Direct Method, the Audio-Lingual Method, the ESA method, and the Natural Approach. Even though we used textbooks, the teacher did not “teach by the book”. The book was a great material and resource, of course, but we used to do a variety of activities. This made the classes more interesting and dynamic. We used to do controlled, semi-controlled, and free-practice. I performed role-plays, and had presentations. The teacher cared about the student talking time.

Not only did my teacher know about subject matter and methodology, but also he could relate to students very well. He kept a good rapport in the class, and he truly cared about our learning. His classes, somehow, helped change my perspective. It was around this time that I started being really interested in English. My love for English started to grow at this point.

I chose my major because I was fascinated by the language. In the university, I have only had great English teachers. From every teacher, I have learned different and new things. I like that all of them use different techniques and activities of different methods (eclecticism). Since I started college, I have improved my language skills, and I have learned so many things about English.

My teachers have been a source of inspiration as well, which is one of the most important things for me. I have come to appreciate and admire every one of my English teachers. They have inspired me to be a better student, and they always inspire me to be a great and effective teacher in the future, just like they have been for me.

3. Teaching Approach, Teaching Method, Teaching Technique, and Teaching Strategy

To understand more about English language teaching, it is necessary to know the difference between the following concepts:

Teaching approach: an approach is a “particular way of thinking”. In this case, a teaching approach is a set of beliefs and assumptions about language teaching and language learning. Our teaching method, teaching techniques, and teaching strategies will depend on the teaching approach we take. Of course, if an approach is a “way of thinking” or “personal philosophy”, our teaching approach is very likely to change according to our experiences. This means that a teaching approach is dynamic, which is a positive thing. It shows our growth as teachers, and the fact that we are able to change or adapt to the situations that we face.

Teaching method: a teaching method is a systematic plan for the presentation of language, which is based in the approach that we have chosen. A teaching method´s design includes objectives, syllabus, activities, teachers´ roles, students´ roles, and materials. A teaching method will have his implementation phase in the classroom. Basically, a teaching method is a procedure or way of materializing a teaching approach through a systematic plan.

Teaching technique: teaching techniques refer to any strategy or trick that teachers use in order to accomplish an immediate objective. Therefore, teaching techniques are the different teaching practices that we observe in the classroom. They involve skills and specific classroom activities. For example, “drills” and “group problem solving”. The techniques that we use will depend on our teaching method and approach.

Teaching strategy: a strategy is a plan intended to achieve a purpose; it is more general than a technique. A teaching strategy is aimed to help learning take place. It can involve the different ways of organizing the classroom and planning a lesson. 

2. "Self-fulfillment: the most important purpose in education"

Human beings can reach self-fulfillment through education. Education gives people the opportunity to change and transform their lives. Teachers who see their students as "whole persons" are the ones who have reflected on the transforming power of education. These teachers are able to see beyond "academic goals". They know that teaching is more than imparting knowledge or information, and that transformation cannot be achieved only through academic goals. Human beings are "head and heart". Therefore, teachers need to consider social and spiritual goals as well. Only then, we can talk about helping our students reach self-fulfillment. 

Teachers must help learners develop their potential. Sensitive teachers know their students´ needs, and care about their students´ issues. Empathy is the key word here. Teachers “who feel with their students” go beyond. They think about who they are in their relationships with their students, or who they have to be in order to help their students overcome problems and face challenges. Students´ needs are different. Students might need someone who inspires, who encourages, who advises, or who challenges them. But before a teacher can play any of these roles, students first need a teacher who notices them. Students need someone who cares so much for them that he or she is “willing to go beyond”. When this occurs, teachers can contribute to the great purpose of education:  helping learners develop their potential so that they can reach self-fulfillment. What is a greater mission than this? Indeed, teachers who transform serve one of the most beautiful purposes in life: “illuminating change in head and heart that helps learners achieve their potential and their purpose”.

We have to teach with hope. Teachers can illuminate change in their students´ lives by believing in their potential, and never giving up on them. If we give up on our students, then we are failing as educators. Making students know that we believe they can be successful is essential. Working so that they are prepared to succeed in life is our responsibility. We know that teaching is not only about the subject matter, or our teaching methods and techniques. It is also about how we relate to our students; this is the aspect of teaching that will impact our students the most. “We have to teach so that our students are able to know, are able to do, and are able to be better persons”. 

"It takes a whole teacher to teach a whole child". Let´s remember the holistic perspective of education. We have to attend our learners´ academic, social, and spiritual needs. We need to "feel with our students" so that we can become a source of inspiration and support. We need to nurture, motivate, encourage, and challenge our learners. We want our learners to believe in themselves. Our learners will be able to persevere and overcome whatever challenge they face if they believe in their potential. Then, our learners will be on their way to self-fulfillment. 

1. Transformational Pedagogy Model

“Why do I want to teach?”

I want to teach because I have the potential to be a good teacher. There is a long way to go. I have to work on many skills and overcome different challenges, which is possible if I study and work hard. But, what does being a good teacher mean for me, anyway? I believe that it is much more than imparting knowledge. In my case, it is more than just teaching English. Of course, I am going to work to facilitate my students´ learning. I want to be an effective teacher. My students´ learning will be my main goal, but I also need to be able to inspire them so that learning takes place. 

In my life, I have had different great teachers, and I am thankful for this. I know what is like to be challenged. I know what is like to be reminded of my potential. I know what is like to have teachers who have believed in me. All of this always encouraged and inspired me to become a better student and even a better person. These teachers made a difference for me, and I want to be that kind of teacher. I want to be a teacher that makes a difference. 

I believe teaching is a huge responsibility, and I have to live up to it. After all, we are talking about education, which is the key to change people´s lives. Therefore, it is the key to change our society. If I am going to be a teacher, then I want to be a great and effective teacher, and no less than that.  

"Transformational Pedagogy Model"

Teaching must be about the transformation of our learners. This is the basic premise of the Transformational Pedagogy Model. Education has the power to transform people´s lives. In order for this transformation to take place, the learner needs to be seen as a whole person. Most of the times, there is a lot of emphasis on academics, but teachers need to see beyond that. The Transformational Pedagogy Model proposes a holistic perspective. This means that teachers must care not only about academic goals, but also about social and spiritual goals.

Teachers need to know and work according to the academic, social and spirituals needs of their learners. Academic achievements are important, but it is not the only thing teachers should pay attention to. Personal growth and self-fulfillment are the main purpose of education. We want to be transcendental beings. Therefore, social goals (“learning ends that are designed to better human welfare”) and spiritual goals (“learning ends that deal with principles of eternal values, transcending the material and temporal”) need to go along academic goals. Through this holistic perspective of education, teachers can help students achieve self-fulfillment. “Social and spiritual goals should be aimed toward the same end: serving something or someone greater than ourselves”.

The teacher-student relationship is central in the Transformational Pedagogy Method. Teachers who know their students´ needs are able to find transformational opportunities, and in the process teachers cannot help being transformed themselves (“students and teachers should expect education to be a mutually transforming experience”). Teachers have a huge gift and responsibility: “the power to transform”. Not every teacher reflects on this, but the ones that do become a source of INSPIRATION to their students. Who are the teachers we remember, anyway? We remember the teachers that believed in us, encouraged us, challenged us, and reminded us of our potentials. Those are the teachers who touched and transformed our lives.

Transformational teaching impacts teachers greatly. It makes teachers think about their roles as educators. Feeling “a moral concern” about the “whole person” shapes the way teachers relate to students. There is a relationship of understanding and respect, and this makes the teacher-student relationship special. A teacher who “transforms” will definitely find his or her job more fulfilling since he or she is serving a greater purpose. As Ralph Waldo Emerson said “our chief want is someone who will inspire us to be what we could be.”