Reflection Paper

Reflection Paper




Learninga new language is a process of habit experience. Positivereinforcements assist students to acquire and develop correctlearning habits. Teachers work hard to prevent student error sincethese errors bring about bad learning habits.

Theprocess of language learning in our brain is one of the major topicsfor ongoing studies these days, but we are also left with much toexplore. Proficiency in another language is not acommon element for Teachers of English to Speakers of Other Languages(TESOL) (Brown, 2005). Such teachers have a better understanding ofsecond language without having the necessity to learn the language.“Such teachers are called monolingual teachers.” Languagelearning and teaching has been condemned across the differentplatforms of learning. Maybe, this is due to the different aspects ofthe various customs that are in the world.

PersonalExperiences as a Learner

As a learner of theEnglish language. I have come across many different challenges in mydaily routine. First of all, talking with a native English speakerhas a few barriers. Communication is slowed down and this has alwayslead to intimidation. Therefore, I preferred to remain silent in suchoccasions where native English speakers were actively involved in aconversation. It also becomes a problem in understanding thedifferent verbal and non-verbal cues that are not native my customs.Such challenges make it difficult for the students to learn andunderstand correctly. It is also a big challenge for the teachers whoteach such students. I took a longer time in understanding English asa second language. You have to take a lot of time in reading booksand materials that impart the best grammatical skills. You also haveto interact yourself with audio-visual based knowledge skills inorder to gain a foot in language learning. It is also like a newculture learning experience, whereby you learn the culture, norms andstandards of a new language. So, this should also help in culturaldiversification.

In a room full ofEnglish as second language learners, there is a calm and relaxedatmosphere where each student feels accepted and welcomed. Thus, wehad common interests in language learning and motivated each othertowards a common accomplishment knowing how to write and speak inEnglish.

As you learn a newlanguage, you feel accepted and welcomed in your “new world.” Itis also a fundamental tool for applying and getting different jobs inthe foreign land. As years went by, I came to know all the necessaryEnglish language techniques that were beneficial to me, both at homeand at work. It is the correct acquisition of the English languageskills that prompts me to be a teacher, especially for instructingArab students who wanted to learn English in a foreign land.

PersonalExperiences as a Teacher

The Masters’program for TESOL has really helped me in advancing my Englishlanguage skills. My classmates are native English speakers, and theirexperiences with Arab students has really helped me in understandingthe challenges and problems that a TESOL instructor might face. Suchstudents should feel welcomed and accepted. I make the students to beaware that making mistakes is part of the learning environment. Weinteract in all the class units such that it becomes easier for themto understand the new customs and languages. Teaching adults is a bit“easier”. This is because they tend to relate different aspectsof their cultures with what they are learning. However, the adultsmight not show the motivational level that a small child has forlearning. As a teacher, coaching begins with diagnosis (i.e. needsanalysis, syllabus, and materials development), then I move totreatment (i.e. instruction and pedagogy), that involves issues ofassessment (i.e. testing and evaluation) (Brown, 2005).

The use of Englishas a lingua franca (common language of communication) has seen apositive change in the very last few decades. Therefore, English usehas become the most preferred tool for communication across differentprofessional fields. Therefore, this has created a desire and urge tolearn and improve on their English skills teaching English as SecondLanguage requires more than fluency in English and a lesson plan. Itrequires a basis in linguistics and advanced skills in secondlanguage acquisition together with classroom methodologies andcurriculum-design skills (Widdowson 1977). Those are the necessitiesin pedagogy.

For fruitful andreasonable teaching, I recommend that instructors should be requiredto put several initiatives into account:

  • Reviving and progress the urge and ability of the students to learn correctly.

  • Supporting students in strategizing and developing practices through repetitive learning.

  • Inspiring, and re-ignite the interest of the students in studying.

  • Should be well conversant with teaching methods, as in, he/she must know how to move between different learning stages .


Brown, R. B. (2005)Exploratory as an Approach for Educational Research. LanguageTeaching Research: 1(1):73-79.

Kolb, A. (1984)Experiential Learning: experience as the source of learning anddevelopment.New Jersey: Prentice-Hall