In my classroom, I prioritize creating a dynamic environment that emphasizes meaningful communication. I believe in creating a classroom environment that prioritizes fluency, accuracy, appropriacy, and authenticity in speaking. I prioritize student talk in my classroom, aiming for at least 70% speaking time, and push students to engage in meaningful communication as much as possible. I use a balance building fluency while also supporting accuracy and complexity through structured feedback and focused activities appropriate to the proficiency and student needs. This balance helps students build language proficiency while allowing for natural language use. 

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A central component of my teaching is the Interaction Hypothesis (Long, 1996), which suggests that language is best learned through interactive communication. In my classroom, I promote frequent interactions between students to provide them with authentic contexts for using language. These interactions push students to negotiate meaning, clarify misunderstandings, and build fluency through repeated exposure to language in use. 

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Closely tied to this is the Pushed Output Hypothesis (Swain, 1995), which asserts that producing language—especially when it challenges learners—facilitates language acquisition. When students are encouraged to push beyond their current abilities and stretch their language skills, they are forced to process and use language more creatively. I design activities where students must produce output that is slightly above their current proficiency level, whether it be in speaking, problem-solving, or task-based interactions. This “pushed output” gives students the opportunity to test their language knowledge, make mistakes, and learn from those mistakes in real-time.

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In addition to promoting interactive communication and pushing for output, I also focus on speech acts. In doing so, I help students develop language skills that are both linguistically accurate and socially appropriate. Activities designed around speech acts allow students to practice using language to perform real-world functions, helping them understand not only the how of language but also the why.

 

Ultimately, my goal is to create a classroom where students are confident, competent speakers who use the language fluently, accurately, and appropriately in ways that are both socially and culturally effective. By focusing on interaction and output, I strive to help students develop not only their language skills but also the confidence to use those skills in meaningful ways.

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Novice Learners

 

When working with novice learners, I prioritize building their fluency while fostering confidence in their ability to communicate. My focus is mostly on the context of everyday life, where students can practice essential language for daily functions and interactions. While error correction is an essential part of learning, I approach it with care, using direct corrections when necessary and always considering the context.

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I emphasize speech acts for practical communication, such as making requests, offering help, or giving directions, while also teaching communication repair strategies to help students navigate misunderstandings and keep conversations flowing. Throughout the learning process, I strive to create a supportive environment by offering encouragement and positive feedback, which helps build students' confidence and motivation.​

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​Intermediate Learners

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At the intermediate level, I continue to prioritize fluency while increasing the focus on accuracy and complexity. My goal is to help students move away from formulaic speech and memorized phrases, encouraging them to take more risks with the language. By pushing learners to create with the language, I encourage them to express themselves in more dynamic and personalized ways, particularly on predictable and familiar topics related to their daily activities, personal environments, and experiences.

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While still considering the individual context, I incorporate some implicit feedback to help students become more aware of their language use and guide them toward greater accuracy without interrupting the flow of conversation. By increasing the complexity of speaking tasks, I challenge students to express more nuanced ideas and make connections between different concepts, balancing fluency and accuracy-focused practice. 

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​Advanced Learners

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At the advanced level, my primary goal is to push students toward greater accuracy while helping them develop the ability to narrate and describe in a detailed and organized manner. I encourage them to deal with unanticipated complications, allowing them to practice problem-solving and adaptability in their speech. I also focus on helping students produce oral paragraphs that are logically connected, enabling them to express ideas in multiple ways with clarity and coherence.

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While fluency remains important, the emphasis shifts toward accuracy and complexity. I provide implicit feedback, encouraging students to think deeply about their language use and how they can improve both the form and function of their speech. By introducing more challenging tasks—often academic or specific to their context of study or employment—I give students opportunities to apply their language skills in more meaningful and relevant contexts.

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