My Philosophy of English Language Arts

   My principal intention as a teacher of English language arts is to foster students’ language,

 communication, and critical thinking skills. Learning how to use language through reading, writing,

 and speaking provides more than academic opportunity; it is an essential skill that enables students to

 express themselves, build relationships, and become efficient and thoughtful problem solvers. Within

 the curriculum, English language arts provides a space in which these skills can be taught using texts

 and language. Teaching English language arts provides the opportunity to help students develop skills

 that are universally applicable to their learning both inside and outside of the classroom, regardless of

 that classroom’s discipline. English language arts should be taught in such a way as to enhance this

 universality and help students develop skills that will benefit them regardless of the type of learning

 taking place.

The English language arts classroom should foremost be a space that fosters personal growth and the universal skills of critical thinking and self-reflection. While they grow as readers and writers, students should be provided with a safe environment in which to make mistakes, question themselves, and be questioned by others. In addition, English language arts should provide students with the skills and tools that they need to become critical, reflective, and metacognitive thinkers; for example, students should be taught the importance of critically analyzing the information they are exposed to; thoughtfully reflecting on their own opinions, judgments, and cognitive processes; and seeking out help and information from individuals who are more knowledgeable and experienced. In my classroom, this will be shown through collaborative and cooperative learning that allows students to receive help, feedback, and encouragement from both me and their classmates. For example, students will participate in peer reviews and writing workshops specifically designed to help them improve as writers and think critically about their own writing practices. In the tradition of social reconstructionism, the critical analysis of information will also be emphasized through the use of research projects and service projects aimed at improving the students’ and school’s communities. Fostering students’ personal growth will also be facilitated by students setting goals for themselves as readers and writers; students will determine which of their reading and writing skills they would like to improve upon, and I will work with them to achieve these goals over the course of the year.

The English language arts classroom should also emphasize and value the use of collaboration to both enhance learning and foster positive change. Following a progressivist philosophy, I think that ELA should be taught within the context of a community of learners, in which all students are valued as unique readers and writers who have the ability to not only help themselves grow, but help others grow, as well. Through reading and writing, students can be taught the importance of using language to build relationships, connect with others, and amplify one another’s voices. For example, following a constructivist philosophy, collaboration would be practiced in my classroom through the use of literature circles and reading workshops, during which students would work together in small groups to understand and analyze the texts they read. Collaboration in writing may be demonstrated through the use of class or group brainstorming sessions, during which students help one another develop ideas for their writing.

English language arts is in a unique position within the curriculum to allow students to express their thoughts, interpretations, and connections to the experiences of other people, whether these people are real or fictional. As such, I believe another primary purpose of English language arts is to facilitate students’ unique, individual expression, particularly through the medium of language. As a teacher of writing, I seek to provide students an opportunity to practice this expression through personal writing assignments, such as narratives, poetry, and reflections on their own experiences. 

I believe that another central and overarching goal of English language arts should be enhancing students’ literacy skills. These skills should include not only traditional literacy, but also media literacy, and literacy as a wider phenomenon that involves comprehension of various types of texts, as well as the creation of texts of multiple modalities, including different expressions of speaking and writing. For instance, in the classroom, this may involve students giving presentations, speeches, making videos, or analyzing films, in addition to engaging with traditional written texts.

Students should be taught English language arts using student-centered approaches that draw upon students’ interests and strengths. For example, this may manifest as students choosing the texts they read, the topics they write about, and the questions for their research projects. In addition, the ELA classroom should strive to help students grow as learners, as readers, and as writers, in a manner that accentuates the needs of the whole student. This growth should be individualized and measured according to goals developed in a collaboration between students and teachers. In addition, focus on the whole student should involve the potential for social and emotional learning that may characterize different texts. For instance, the potential for certain texts such as The Hate U Give and Simon vs. the Homo Sapiens Agenda to enhance students’ understanding of social justice, inequality, and prejudice, as well as the potential of these texts to help students become more compassionate and empathetic citizens and community members. For example, teaching texts that involve prejudice should be taught in such a way as to help students notice the presence of this social issue in their own lives, in their community, and in our larger society. I also believe that the English language arts classroom should strive to amplify the voices and experiences of marginalized individuals and communities. For instance, through the teaching of literature by diverse authors, and through encouraging students to share their unique experiences, as members of their communities, the ELA classroom should provide a place in which all students’ voices can be heard.

I believe that English language arts is in a unique position to teach students skills that are widely applicable and contribute to creating lifelong learners. Through ELA, students should learn to think critically, to value and focus on their own personal growth, and to reflect on themselves, their learning, and their literacy. Through emphasizing the importance of collaboration, English language arts should also provide students with the opportunity to help one another, as well as work together to promote positive social change. Most importantly, English language arts should be taught in a student-centered classroom that allows individuals to grow intellectually, socially, and emotionally.