Brooke Hayworth EDU 399 WHAT DOES MY PHILOSOPHY OF FOREIGN LANGUAGE TEACHING LOOK LIKE NOW? After completing Methods of Teaching Foreign Language, my philosophy of education has changed quite a bit since I began the class, although most of my professional goals remain the same. I still believe that my students are the central focus of my classroom, but now I have a wide array of methods and activities at my disposal. After being exposed to different theories regarding language learning, my beliefs regarding how students learn language are reflected in the Second Language Acquisition Theory. Teachers should provide plenty of comprehensible input for students and give students the opportunity to produce comprehensible output. In my opinion, the key word in this sentence is comprehensible. Students must understand what the teacher is saying so that learning and instruction are both meaningful. Teachers can make input comprehensible through the use of visuals, pantomime, slower and more distinct pronunciation, and scaffolding. I also believe that teachers should work in students’ Zones of Proximal Development so that teachers are constantly challenging their students but in a way that does not frustrate the students. If students are challenged too strongly they will give up, but if students are encouraged by the teacher and are given a fair challenge they are more likely to succeed and meet the challenge. As teachers we must remember that students spend most of their day in a classroom, so we must provide them with an interesting way to acquire a second language. In my first essay regarding my philosophy of education I mention that I believe students should be able to choose what they want to learn about because they will work harder if they are interested in what they are learning. Teachers should provide students with opportunities to research areas of their own interest, while sticking to the foreign language standards that have been established by various organizations. Standards were put into place in order to ensure that students were being exposed to the different forms of communication and other experiences Brooke Hayworth EDU 399 within a foreign language. As long as these standards are being met, teachers can use whatever content is relevant in order to create a more student-centered classroom. Therefore, contentbased instruction is very plausible in a foreign language classroom because it actually helps the teacher meet her standards for foreign language instruction by providing students with the opportunity to use the target language. This class has helped me to apply theory to my preconceived notions about foreign language learning. I now understand how the brain processes new information and how students must construct meaning in order to learn something. By establishing my approach as the Second Language Acquisition Theory I have a better understanding of how students learn a language and how I can best help my students when they have trouble with foreign language learning.