Reflection 2: A case of effective language teaching

November 14^th, 2008: Students leave the classroom; the purpose is clear: “To make a presentation about their own culture”. The whole group of students walks towards the “International Language Classroom”. They are very anxious about how they are going to be welcomed. They are wearing their typical clothing, and they carry pieces of paper with some useful information they want to talk about; such as how they say some words or phrases in their language. Also, some of them bring objects such as current money of their country, maps, drawings of their flag, etc. to clarify, and help themselves with what they are trying to explain.

The teacher is always supporting them emotionally. She gives them confidence enough for them to develop a good performance,. The teacher doesn't interfere in the decisions they make or in what they want to present, but she suggests good ideas of how to present the contents. She performs like a guide, and she observes the class all of the time, and she never let the students totally alone. Moreover, the teacher always tries to be a facilitator of resourses for her students.

When the students are all inside the International language classroom, the teacher of the other group introduces the “new comers” to her class. She uses very slow English for them to understand what she is saying. Most of the “newcomer students” seem to understand; they are very willing and motivated to learn; they have the need for understanding and catching the most English they can. Besides, this activity of presenting their own culture to other people makes them feel really engage and motivated to learn. This activity makes them feel “owners of the topic”, they are the people who know, they have the power to talk about those places they are presenting because they have been there. This factor really helps them, and the teacher knows that; in that way they feel comfortable speaking in front of “English native speakers”, and they uncountiously develop their ability to express themselves without fear.

When the whole group finished with their presentations there was a great round of applause. The “newcomer students” felt very good, they realized they are capable of expressing themselves on their own. That experience helps them greatly. Finally, when back in their classroom the teacher made them questions about the term “Culture”, the students made excellent guesses, and those guesses helped the teacher building a very ellaborated and meaningful explanation.

I believe that this activity was really effective. The teacher could make relationships not only between first language and the target language, but she also took into account the children's background, their previous experiences, in general, she considered their valuable culture. Furthermore, even when the students didn't know what the term “Culture” meant, they did it excellent, and they could realize for themselves what that term means, what the term involves, and how important it is all over the world.