How personal beliefs about learning English facilitate learning

By Mr. Francisco Jiménez

A few years ago, during my college years, I barely see English as important for academic or professional success. Writing, reading, and speaking in English were difficult for me due to lack of practice. Instead of understanding the curriculum, I tried to memorize it quickly. My mindset changed when I joined an English language academy, initially with no particular expectations. Surprisingly, I progressed through their entry exam due to my exposure to English in video games. This made me realize that learning English can be like achieving levels in a video game or mastering a skill like playing the guitar. When you enjoy the learning process, it becomes easier, akin to looking forward to the next class with anticipation. I love teaching English because I comprehend the challenges learners face and how understanding its value can overcome them. Appreciating the opportunities language provides can lead to a fulfilling life, unlike being stagnant. Teaching is about instilling confidence, skills, motivation, and enthusiasm for enjoyable learning. Learning English is like strolling through to a lively garden, with every word a blooming flower and each phrase a joyful melody.
My ultimate goal is to help my students achieve fluency in English and become confident in traveling, engaging in conversations, and finding good job opportunities. In the short term, I aim to use my knowledge and experience to guide learners in managing the challenges of learning a second language. I want to create an environment where making mistakes is encouraged without fear of consequences, motivating them to understand the value of this learning journey. I liken it to conquering the final stage of a video game acquiring essential skills, facing challenges, and emerging as stronger and more confident English speakers.

​

My teaching style is rooted in the communicative approach (1980). This approach appeals to me because learners develop both receptive and productive language skills, applying them to their personal objectives such as travel, career advancement, and personal growth. In the classroom, I utilize authentic materials like newspaper articles, magazines, and storytelling to enhance comprehension. I also incorporate engaging microlesson presentations and attentiongrabbing techniques. Roleplays, language games, and interactive activities are methods I enjoy using to promote English communication. Additionally, I integrate elements from the Comprehension approach (1980) such as role reversal, dialogues, and visual aids to enrich
understanding. These approaches help learners acquire and improve skills applicable in realworld situations.
I would love to teach anyone eager to learn English. If there's genuine motivation, I'm eager to support and guide learners in achieving their goals. My teaching experience ranges from elementary to high school students, as well as business executives. I have come to realize that the primary prerequisite for learning English is a genuine desire; everything else falls into place with the right activities

​

In my teaching, I employ various techniques to engage learners effectively. I understand that students often come to class distracted, so it's crucial for me to capture their attention early on. This can involve activities like using pictures, sharing personal stories, showing videos, or using icebreakers. In the first 15 minutes, I have a warm-up activity to review previous lessons and introduce new content, following Vygotsky's Zone of Proximal Development (1930). I maintain a warm and encouraging language throughout the lesson to create a comfortable environment, similar to lighting a fire. I motivate students, comparing their progress to
achievements in a video game, and often organize group presentations with varying levels of knowledge. I actively encourage note-taking, questions, creative expression, and even embracing a sense of silliness. Overall, I strive to make the classroom a safe space where mistakes are not only accepted but sometimes encouraged, allowing students to take risks. I follow the 80/20 method, emphasizing practice (80%) over teaching rules (20%). Providing a well-structured content presentation is crucial, incorporating illustrations, dialogues, roleplays, and writing activities. During guided practice, I act as a coach, addressing questions and ensuring understanding. Once students are engaged and comprehend the topic, they move to independent practice—performances or speeches. For assessment, I prefer formative assessments aligned with lesson objectives. These include performance-based evaluations, essays, portfolios, and occasionally summative assessments when needed. Creating a lesson plan with aligned objectives is like perfectly aligning the wheels of a vehicle. Just as aligned wheels are essential for a smooth ride, well-coordinated objectives are vital for a seamless educational journey towards successful learning.