Teaching Statement: Embracing Intercultural Competence and Practical Language Application

 From a young age, I knew that teaching was my calling. At the age of ten, I found joy in helping a classmate who struggled to grasp certain concepts, while I faced my own challenges in subjects like math, particularly in geometry and numerical operations. It was in 1996, during my final year of high school, when I decided to pursue a career as a Spanish teacher. Consequently, I enrolled in the Modern Languages program at Universidad del Atlántico, specializing in both Spanish and English. However, despite my initial intention to teach Spanish, my career trajectory took an unexpected turn, leading me to teach English for much of my professional life.

Pursuing a Master's degree in Learning and Teaching Processes in Second Languages is not just about expanding my knowledge, but about enhancing my capacity to impart that knowledge in a meaningful and practical way. For me, the quality of instruction is far more important than the quantity of information conveyed. Over time, my teaching philosophy, practices, and ethical principles have evolved to meet the ever-changing needs of the students I serve.

My teaching philosophy centers on equipping students with practical knowledge that they can apply in their lives and communities. However, teaching English presents particular challenges, especially given the perception that learning a new language is an inherently difficult process. This challenge is especially apparent in the public schools where I teach, where many students come from backgrounds that often lack access to educational resources. For example, at the Institución Educativa Distrital del Barrio Simón Bolívar in Barranquilla, my students come from underprivileged neighborhoods such as La Chinita, La Luz, and Costa Hermosa, among others. These students, often from low-income settlements, require a learning environment that nurtures not only academic growth but also socio-emotional and cultural awareness.

One significant barrier I encounter is the negative perception of English among many of my students' parents. Due to their own difficulties with language acquisition, these parents often harbor doubts about their children’s ability to succeed in learning English. This skepticism can create anxiety among students, which impacts their approach to learning. To combat this, I incorporate engaging activities, including music and visual exercises, to make language learning more enjoyable and less intimidating. These strategies are designed to foster a positive attitude toward learning English by helping students connect with the language in fun, interactive ways.

In my teaching practice, I have moved away from traditional, behaviorist-based methods that often focus on rote memorization of vocabulary and grammatical structures. Instead, I have adopted a more critical approach to the Ministry of National Education’s pedagogical guidelines, aligning my methods with the communicative approach. Initially, I implemented the Presentation, Practice, and Production (PPP) model, a basic form of the communicative approach. However, I soon realized that true language acquisition goes beyond memorizing phrases; it involves creativity and the ability to express one’s thoughts, feelings, and emotions in a natural, spontaneous manner. As a result, I began researching the task-based approach, a more advanced form of the communicative approach, which I now integrate into my teaching practices.

Rather than strictly following the national curriculum set by the Ministry of National Education, I designed my own curriculum with a focus on practical language use. My goal is to help students acquire the ability to communicate in English effectively, not merely to memorize vocabulary and grammar rules. I aim to make learning relevant by emphasizing attainable goals, selecting meaningful content, and using effective teaching methods that support real-world application. This approach encourages students to engage in language use that mirrors the complexities of communication in everyday life, moving beyond basic vocabulary acquisition to focus on communicative competence.

In assessing student progress, I recognize that the A1 level required by the Ministry at the start of secondary education is only one aspect of a broader language-learning journey. I evaluate not only a student's ability to recall vocabulary but also their ability to understand, negotiate, and create meaning through language. This approach is grounded in the understanding that language is more than just a set of rules; it is a tool for interaction, expression, and cultural exchange.

Intercultural Competence in Language Teaching

In Colombia, bilingualism policies are largely shaped by agreements between the Ministry of National Education and the British Council. While this initiative is commendable, it often perpetuates the belief that native English speakers represent the ideal model for language learners. This perspective is limiting, especially in a world where non-native English speakers far outnumber their native counterparts. In today’s globalized world, English functions as a lingua franca, connecting people from diverse linguistic and cultural backgrounds. As such, it is essential that language learners develop intercultural communicative competence (ICC), which enables them to navigate and understand the cultural dimensions of language.

According to Michael Byram’s model of intercultural competence, an intercultural speaker is someone who can engage with others from different cultural contexts, appreciating the diversity of perspectives while negotiating meanings in cross-cultural interactions. Such a speaker is not only able to understand linguistic structures but also to interpret and respond to cultural cues, promoting respect and empathy for other worldviews. In my classroom, I encourage students to develop this intercultural mindset by emphasizing the value of understanding and respecting cultural differences. This approach helps students avoid ethnocentric attitudes, fostering an environment in which they are encouraged to become global citizens who can communicate effectively with people from all cultural backgrounds.

To facilitate this process, I incorporate discussions and activities that challenge the traditional dichotomy between native and non-native speakers. I also encourage my students to reflect on their own cultural identities while engaging with the culture of the target language. For instance, I often address cultural differences in the context of language use, such as the way physical appearance is discussed. While many textbooks introduce vocabulary related to physical traits, I use this content to provoke thought about how cultures view and discuss physical differences. In Anglo-Saxon cultures, for example, there is often reluctance to comment on physical appearance, as it may be seen as disrespectful or discriminatory. I use this observation to encourage my students to reflect on their own cultural practices and to develop a more nuanced understanding of the cultural significance of language.

This practice is particularly important in the context of the increasing influence of global consumerism and media, which often imposes a narrow view of beauty and physical appearance. By encouraging my students to critically examine how language can either reinforce or challenge stereotypes, I help them develop a more inclusive and respectful worldview. Language, after all, is not just a tool for communication—it is a reflection of the values and beliefs of the societies that use it.

In conclusion, my teaching philosophy is rooted in the belief that language learning should not merely focus on the technical aspects of grammar and vocabulary. Instead, it should prioritize practical communication, intercultural understanding, and the development of critical thinking skills that enable students to navigate the complexities of a multicultural world. By fostering an environment where students can engage with language in meaningful ways, I aim to help them become confident, competent, and compassionate global citizens.

References

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Ministry of National Education. (2020). Lineamientos curriculares para la enseñanza del inglés como lengua extranjera en la educación básica y media. Ministerio de Educación Nacional.