The linguist Stephen Krashen says that, “Language acquisition proceeds best when the input is not just comprehensible, but really interesting, even compelling; so interesting that you forget you are listening to or reading another language.” (Krashen in Fotheringham, 2015). It is a staple of my teaching philosophy that my English language learning students learn best through two major factors: the method of how information is taken in (input) and students’ meaningful relationship to the material.
The arts provide a multi-sensory enhancement of teaching and learning practices through visual and experiential approaches (Gardner, 2006) that also support learning needs across not just individual variations such as these, but across content areas as well. In recent years, while teaching in the visual and performing arts and English as a second language (ESL) settings, I have attempted to create a comfortable atmosphere to what I had experienced as a student in my own transformational process(es) being shy and through arts practices, finding a sense of confidence to take chances and make mistakes in educational endeavors toward refinement. As a teacher, I strive to facilitate a comfortable and supportive learning context that allows for reflection and sharing in an engaged, authentic way.
Resources:
Gardner,
H. (2006). Multiple intelligences: New horizons. New York, NY: Basic.
Krashen, S. D. (1985). The
input hypothesis: Issues and implications. New York; London; Longman.
Krashen, S. (2015). Interview with Stephen Krashen: Linguist,
Researcher and Education Activist/Interviewer: John Fotheringham [transcript].
Language Mastery.
l2mastery.com/blog/linguistics-and-education/.../stephen-krashen/
