Reflection

As a beginning level TESOL professional, this semester was really a challenge to me, especially in the Introduction to TESOL course. However, through the immersing of the whole semester, I gained piles of knowledge concerning the TESOL field; what’s more? I purchased the overview of the most parts of TESOL field. I have a general idea of what I will work on in the follow semesters, even in my future teaching. Since I have read several of papers related to different issues and concepts, I become more confident when I talk about these issues.
I want to highlight some big ideas that really impressed me this semester. The first one which brought me in a new world of exploring the EFL teaching was taken English as “international language”. It no longer belongs to any nation or any culture; rather it belongs to the people who use it. Language can never be taken apart from the culture, so when English becomes international language I begin to think which culture I should use in my teaching. If I instruct the course based on the learners’ source language, it will be easier for them to access the knowledge. However, will they miss some of the essential culture from the target language? Then the conflicts come. What is the culture related to the target language which acts as international language? This is one of my big problems which I will try to find the answers in my future teaching career.
Not only the sufficient materials make me improved, but also some of the notions support me to be active and confident in this field. One of them is the notion of “native fallacy”. As a non-native EFL teacher, sometimes I really feel a little bit disappointed when I regarded as non-native speaker, which I can never choose and never have chance to change, no matter how hard I contribute myself in this career. It is really a sad thing if I always feel like an alien, expelled by some invisible “judges”, “notions” and “environment”. Therefore, after read some articles talking about the native and non-native issues, I was introduced to the general background of the EFL teaching field. I also found that the non-native teachers are showing their contribution to TESOL field which taken as a necessary part of major. I also found the prevailing status and advantages as non-native speakers in EFL classroom.
Another interesting concept totally changes my mind of what I thought of English in the past. That is the criticizing about “standard” and “non-standard” English. I really reshape and reconstruct this notion in my mind. When I trace back with this notion and think about my L1, I am surprised there is even no “standard” Chinese, the one I am familiar with. After that I am no longer puzzled about finding and learning “standard” English instead, I feel freer to acquire a language belonging to me. This notion establishes my confidence and encourages me to explore more in this field.
Above all, I am satisfied with all that I learned from this course and from my colleagues and my teacher. For me, the final assignment is not that easy to fulfill. Because I have to consider so many aspects of the lesson plan including what is the students learning outcome, how to achieve my planned language objectives, how to set up appropriated assessment for the students to evaluate their work and etc. After modifying my less plan for several times, I think the final lesson plans of my assignment is my best work.