As an English teacher in a foreign language
corporate community, my duty is to provide an environment in which students of
all backgrounds and learning styles can thrive.
For the most part, my classroom consists of mature adults that are
already employed as seasoned professionals. They come to me for career coaching
and specific writing skill development. To be successful, my pedagogical
approach must enhance their existing business skill set, as well as improve
their ability to engage international corporate discourse communities. My goal is to help my clients navigate in a
hyper competitive business climate, communicate their valuable corporate
knowledge to an international audience, and negotiate fluently in a fast paced,
ever changing business world. I define my success as a teacher by the
enthusiasm I can inspire in my students, as well as the intellectual equity I
bring to their bottom line. My job is to help them cultivate their unique
writing talents, work on building their confidence as a multilingual
professional, and help them understand the complexities of business English in
corporate America. In my classroom, I create a sense of urgency that is just as
intense as the pressure carbon experiences on its journey to becoming a
diamond. I see myself as a coach getting the team motivated and ready to win.
A key component of English
in the business world is Current Events. My students are expected to subscribe
to the Wall Street Journal and other industry relevant publications. Reading and writing assignments
will focus on day-to-day world events as they relate to the business community.
In class writing assignments like "The Investigating Reporter" will
challenge the students to think and write on topics related to contemporary
issues. My goal is reinforce the fact that mastering English is a lifelong endeavor.
The constant exercise of interpreting information from a daily news publication
creates multicultural awareness and sensitivity that English language textbooks
sometimes lack. It is important to tell the truth about the English language in
ways that are culturally and socially sensitive. The power of the written word
in editorial form can be highly controversial. Hence, an essential forum for stimulating productive
debate. This sort of passionate discourse is encouraged in my classroom because
it promotes meaningful dialogue on topics that affect us all.
The use of media and
technology to enhance topics of discussion is an essential strategy in my
corporate classroom. I encourage team
work and collaboration by involving students in stimulating group oriented
projects. The use of multimodal assignments will enhance team building and
project management skills. An example of media focused instruction could be
titled, "The Book Cover." A
collection of cellphone generated snapshots that capture a predetermined theme
or topic. Another example could be a detailed audio-visual presentation of a
futuristic product launch or company newsletter. Every project will be preceded
by well-defined discussion questions meant to inform and promote creativity.
The student writer needs
to develop their own voice. To facilitate this goal, I teach a variety of
language arts concepts. No concept is taught in isolation. Instead, they are
introduced with broader segments of the curriculum. Major composition projects will focus on
examining existing essay models with an emphasis on traditional methodologies.
An important segment of the curriculum titled, "What Went Wrong" will
highlight the typical mistakes writers frequently make, and teach proper
revision strategies that can resolve common errors. In my opinion, everyone
makes mistakes. The successful writer learns by identifying errors in grammar,
sentence structure and proper word usage. My goal is to strengthen my students
abilities to write, and help them develop the self-confidence to continually
improve their craft.
My role as a writing
instructor must always be focused on making sure students understand their
position of authority. In his work, Pedagogy of Freedom, Paolo Freire suggests that
"to teach is not to transfer knowledge but to create the possibility of
the production or construction of knowledge." This meaningful definition
places the instructor in a role as mentor/facilitator who pushes students with
meaningful inquiry towards their own production of knowledge. Within this
framework, I will promote dynamic student-teacher and student-student
relationships based on respect and trust. Every student will know that I care
about their "better self." I will earn the respect of my classroom
community by constantly delivering instruction that validates the student as a
powerful, self-aware writer.
The final grade received
at the end of my English course is a direct result of the student's hard work.
However, the more important course objectives are reflected in the endless
possibilities for meaningful, long lasting interpersonal relationships.
Language is a uniquely human gift. When we study a new language we reveal to
others what makes us human, we are uncovering a part of ourselves that was
hidden, and we share it with the world. Our language shapes who we are and, as
a teacher of English, I celebrate the endless possibilities of what we can
become.
Reflective
Commentary
"No person is a
member of a singular community. Rather, they are a member of multiple and
overlapping communities----communities of work, of interest and affiliation, of
ethnicity..." (Kalantzis, 1995) This important quote helps to describe my
classroom. The dominant word coupling here is overlapping communities. My
classroom projects will continually incorporate a multitude of interdependent
and interchangeable components. My teaching artifacts reflect this multipurpose
approach. The Wall Street Journal will be the bridge between many learning
portals as well as a key business oracle. The student of English composition
should never be at a loss for ideas or stimulating discussion topics when the
WSJ is a frame of reference. I want my students to read and respond to the best
business journalists America has to offer. The Wall Street Journal is a
flagship in this regard. A standard of excellence that educates and enriches in
countless ways.
The theoretical approaches I have only alluded
to in my statement of intent are not specific for a good reason. My intended
audience is not your typical college administrator or high school principal albeit
just as astute. The boardroom of a multinational company in Spain or Italy
isn't interested in Expressivist or Social Cognitivist theory. There is no place
for the discussion of Murray, Bizzel or Delpit (unless they are valued company
shareholders). The golden rule in the boardroom is always "time is
money." My ability to teach SWBE (Standard World Business English) will be
my key to opening the door to some very potentially lucrative opportunities in
European commerce.
Formal writing assignments
such as analyzing essays and literary narratives will inevitably reflect
company politics as well as future market trends in real world situations.
Hence, my teaching philosophy will continually focus on workshop based
instruction to emphasize the importance of team bonding as a coping
mechanism.
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