Teaching Philosophy
Hello, my name is Tim Riker. I’m a Visiting Lecturer of ASL and Deaf Studies at Brown University’s Center for Language Studies. Because most students are second language learners who are accustomed to spoken languages, teaching them ASL requires effective methods of teaching. My methods of teaching will have the objective of introducing students to ASL language skills as well as cultural behaviors and norms associated with a visually-oriented environment. The goal is for students to be able to meet Deaf people and communicate with them. My three preferred methods of teaching ASL include the Direct Method, the Communicative Language Teaching method, and the Natural Approach.
The Direct Method will be used to teach ASL (Krause, 1916). The classroom environment will be created to encourage total immersion in ASL and non-verbal communication. For example, the classroom seating arrangement will be in a U-shape format so everyone will maintain clear sight lines. This is critical because most students are used to accessing languages verbally and may struggle with adjusting to learning visual language, which requires maintaining eye contact. All classroom materials such as pictures, videos, and other media will emphasize the use of ASL. All assessments will use ASL as well.
The Communicative Language Teaching method is an effective method of teaching ASL. The goal will be to use paired, group, and class activities to encourage students to communicate with each other and negotiate for meaning. Form-focused lessons and corrective feedback using repetitions, elicitations, and metalinguistic clues will be done to help students reduce errors and improve their skills (Lyster & Mori, 2006; Lyster & Ranta, 1997). Language skills taught will include how to communicate about the most common topics, so if students meet ASL signers they will be able to carry on a conversation with them.
The Natural Approach will be used to engage students on topics that interest them and provide comprehensible input to facilitate the acquisition of ASL (Krashen & Terrell, 1983). An environment is created where students can feel comfortable expressing themselves without pressure or nervousness. Activities in the classroom are used to make the topics relevant to students and build on what they already know to progress in their acquisition of ASL.
With the use of the Direct Method, Communicative Language Teaching method, and the Natural Approach to teach ASL to students, the goal is to teach students what they need to thrive in their knowledge of ASL and Deaf culture. Ultimately, they will become confident communicating with Deaf people.
References:
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
Krause, C. (1916). The direct method in modern languages: Contributions to methods and didactics in modern languages. New York: C. Scribner's Sons.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66.
The Direct Method will be used to teach ASL (Krause, 1916). The classroom environment will be created to encourage total immersion in ASL and non-verbal communication. For example, the classroom seating arrangement will be in a U-shape format so everyone will maintain clear sight lines. This is critical because most students are used to accessing languages verbally and may struggle with adjusting to learning visual language, which requires maintaining eye contact. All classroom materials such as pictures, videos, and other media will emphasize the use of ASL. All assessments will use ASL as well.
The Communicative Language Teaching method is an effective method of teaching ASL. The goal will be to use paired, group, and class activities to encourage students to communicate with each other and negotiate for meaning. Form-focused lessons and corrective feedback using repetitions, elicitations, and metalinguistic clues will be done to help students reduce errors and improve their skills (Lyster & Mori, 2006; Lyster & Ranta, 1997). Language skills taught will include how to communicate about the most common topics, so if students meet ASL signers they will be able to carry on a conversation with them.
The Natural Approach will be used to engage students on topics that interest them and provide comprehensible input to facilitate the acquisition of ASL (Krashen & Terrell, 1983). An environment is created where students can feel comfortable expressing themselves without pressure or nervousness. Activities in the classroom are used to make the topics relevant to students and build on what they already know to progress in their acquisition of ASL.
With the use of the Direct Method, Communicative Language Teaching method, and the Natural Approach to teach ASL to students, the goal is to teach students what they need to thrive in their knowledge of ASL and Deaf culture. Ultimately, they will become confident communicating with Deaf people.
References:
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
Krause, C. (1916). The direct method in modern languages: Contributions to methods and didactics in modern languages. New York: C. Scribner's Sons.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66.