It is
almost impossible to review the statistical results of foreign researchers on
the educational reality in America without examining our teaching performance
and what is our share of responsibility in the space that corresponds to us.
Without a doubt, it is urgent to review the teaching commitment.
A teacher
can help solve challenges and celebrate successes when he realizes that his
work goes far beyond filling empty containers with "new knowledge"
because it involves human material. The most significant experiences in the
process of acquiring a second language (SL / FL) can be woven into the
interests of the students, with the contents or proposed goals that will allow
them to find the applicability in a real context. Not in vain Ivers (2012) shares
a quote to highlight that: "If there is not a serious connection between
education and hunger, injustice, alienation, poverty, and war, then we are
wasting time, deceiving ourselves and breaking faith”. The more internal
resonance this new knowledge has, the greater the identity, assimilation, and
understanding for them.
In
particular, I perceive three redeeming lines in a TESOL classroom:
Updating
and revitalizing teaching strategies is essential to contribute effectively to
student performance.
The best
source of information can be obtained from those directly involved in the
educational setting.
Teaching
practice should favor the pragmatism of language in everyday life, totally
distant from the performance of decontextualized activities.
References
Ivers, J (2012). Is the Great American Teacher Dead? Principles to Resurrect Meaningful, Effective, and Consciousness Raising Instruction. Journal of Invitational Theory and Practice, Volume 18.
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