"Education is not the filling of a pail, but the lighting of a fire."
-William Butler YeatsLIGHTING A FIRE
A Teaching Philosophy
As an educator, my teaching philosophy is most influenced by Paulo Freire’s principles of critical pedagogy. Freire’s vision of education as a practice of freedom guides my approach to the classroom and defines my role as a teacher. I believe that all teachers should empower students to question, critique, and act upon the world. I consider education as a virtuous human endeavor and strive to present rigorous practices and innovative projects for the Spanish classroom.
A World of Languages
Central to my pedagogy is the consideration of language as both a means of communication and a fundamental tool of cognition. From a socio-cultural perspective, language does not stand alone. Languages shape how we think, perceive, and make sense of the world.
I encourage students to use the language to reflect on their lived experiences and socio-economic realities. Knowledge is actively constructed by learners, shaped by culture and social interaction, so our classrooms must tap into the realities that students are immersed in.
Teaching and Learning
Considering students as active agents in their learning is rooted in constructivist theories that influence my teaching philosophy. As a teacher, I aim to center students in active roles, copilots of the teaching-learning process that takes place in the classroom.
I embrace a dialogic and participatory approach, providing meaningful exchanges in the target language and opportunities for artistic self-expression.
The Role of a Teacher
I see my role as an Spanish teacher as that of a facilitator, curator, and advocate.
As facilitators, I consider language development the main purpose of my practice. Language development is deeply social, so the classroom must present culturally and linguistically responsive practices. As facilitators, it is crucial to tap into students’ funds of knowledge and creative expression.
My teacher role as a curator consists in designing learning experiences that connect students’ existing knowledge and new content, between academics and the real-world, and between students’ lived experiences and the curriculum. Drawing from García and Kleyn’s (2016) work on translanguaging, I encourage students to use their full linguistic repertoires to engage with new material, treating multilingualism as an asset rather than a deficit.
Finally, as an advocate, my goal is to cultivate critical, compassionate, and multilingual learners, centering students’ needs and wellbeing. Teachers must be cognizant of linguistic, social, and affective factors, and their effects on their students’ development. By supporting students’ unique strengths and addressing their interests, we can create learning opportunities not just master new vocabulary and grammar, but also to build confidence, cultural identity, and social connections.
