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Luis
- Tarifa horaria 20€
- Responde en 1h
20€/h
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1a clase gratis
- Español
Profesor de español. Tengo un doctorado en lengua y literatura hispánica y un diploma de profesor de español como lengua extranjera. Diez años de experiencia.
- Español
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En casa del profesor: Madrid
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En tu domicilio o en un lugar público : Desplazamientos hasta 20 km desde Madrid
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Sobre Luis
My academic background includes a PhD in Hispanic Literatures at the Graduate Center of the City University of New York. I have more than ten years of experience teaching Spanish and its diverse cultures and literatures including Latin America and peninsular perspectives in the United States (New York), Spain (Madrid and Santander) and Central Asia. In my language classes, beyond essential aspects such as the student-centered learning and the integration of the task-based approach, from a sociocultural perspective I consider the teaching of a second language as the activity of promoting conceptual reflection with communicative activities.
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Philosophy of Teaching Statement For me, teaching is an amalgam that evokes passion, challenge and a form of responsibility. That’s why my philosophy of teaching has been influenced by my long and personal experience as a student, tutor and teacher. I have always been very interested and engaged in how to teach learners optimally and this has guided me to actively consider certain methods used by my own colleagues as well as to monitor the progress of students. My beliefs regarding teaching foreign languages are not static but are constantly evolving as I have gained more experience and knowledge. There is no one methodology which is applicable in all contexts. My philosophy is that effective teaching involves flexibility, resourcefulness, creativity, and continuous reflection. It also requires the incorporation of new research findings from one’s own and other scholar’s second language studies. However, up to this point in time, I keep some beliefs that guide the pedagogical choices I make for the classroom. First of all, my specific objectives as a language teacher are to foster students’ awareness of their own and other languages and cultures and help them gain communicative competence in a second language. Likewise, I find a variety of significant general goals in the teaching-learning process, such as assisting in the acquisition of new learning and study skills, helping students gain self-confidence and enabling the development of critical-thinking skills. To achieve my teaching goals I stay grounded on several principles. The first one is my solid belief in collaborative learning. It’s something that I came to appreciate as a student in an M.A. in Teaching Spanish as a Second Language at Nebrija University in Madrid. Beyond the design of Spanish courses, familiarity with different communicative approaches, or the evaluation and production of didactic materials, my most important knowledge was that learning is maximized when we take full advantage of the student’s prior experiences and encourage them to engage in collaborative tasks to achieve specific goals. As a result, I design my lesson plan to include the use of small groups and students working in pairs. Long (1983) or Krashen (1985) argued some years ago that when second language learners interact focusing on meaningful tasks, then each learner receives comprehensible input from his conversational partner. In such a setting the opportunity is provided to ask for clarification, as well as feedback on his or her output, and they have the opportunity to develop new structures and conversational patterns through this process of interaction. In this typology of activities, group work has a number of additional advantages: it reduces the dominance of the teacher over the class, it promotes collaborations among learners, and it can give them a more active role in learning. The next precept that guides my instruction is the conviction that effective teaching is student-centered. This means engaging each student in the learning process and assuming a role of facilitator rather than “transmitter” of knowledge. This approach helps students self-regulate their learning. That’s why, if I have the opportunity, I always organize the class in semi-circle seating arrangement, so I can easily interact with them and students can see each other, work in pairs and have debates and discussions amongst themselves. I always encourage them to participate and try to give very clear instructions. At the same time, I have explicit learning goals at the beginning of every class and request students to write a short diary with their own impressions. In addition, progress and the achievements of students are monitored by individual meeting with each student three times a semester and scheduled tutoring sessions with low-performing students. This is essential to adapt the teaching process to their cognitive styles, either concrete learning style, analytical or communicative. Another central principle in my teaching is to focus on creating an environment as similar to immersion as possible. My instructions would only use the target language and encourage students to realize that communication is the key, not perfect grammar. In this process, it is indispensable to motivate every student in order for them to assume responsibility and engage themselves in their learning process. By including community projects, multimedia technology and especially reflection activities on the learning progress, I encourage them to pursue their own learning interests. My next principle is based on balancing entertaining aspects and academic rigor. I strive to find the happy medium between providing students with a relaxed and stimulating atmosphere while at the same time setting high expectations for them to reach their highest potential. For that reason, I find it very important to carefully prepare the entire process of the class plan. It includes pre-active, interactive and post-active teaching. First, I analyse potential resources, plan a sequence of activities and its pacing and try to activate motivation and variety. During interactive teaching, I examine content and methodology, adjustment to learning styles, and include affective and social dimensions of learning. Post-active teaching focuses on evaluating the overall process. At this point, I consider very important some feedback with the students through questionnaires, diaries, audio records, and also class observation. An efficient use of new technologies is essential to me. Both digital technology, such as music, movies, the web or multimedia applications, and online tools from the social network. The use of modern technology can also facilitate the instructor’s job of making the class enjoyable for the students as well as getting all of the students involved. This practice facilitates a task-based approach, integrates different language skills, and prompts active teaching techniques. These instruments provide both synchronous and asynchronous work pacing. The option of using podcasting, web applications for photos, web dictionaries or power point presentations activate motivation and give access to meaningful content. All these materials can be used as well to teach online courses. In this case, the emphasis should be focused on aspects such as a customizable syllabus document with proper links to useful resources and policies, develop strategies for creating inclusive and equitable online learning environment and conduct synchronous and asynchronous online discussions for engaging students. Furthermore, teaching Spanish as a second language at the university level in places such as Singapore can be greatly enhanced through multimedia and computer-based technologies. Strong design choices, such as flipped instruction, multimodal tasks, AR-infused cultural explorations, and pronunciation software, not only support communicative proficiency but also resonate with digital-native learners who thrive in interactive, technology-rich environments. There are essential aspects such as designing blended or hybrid courses using LMS platforms and try to deploy pronunciation tools in which we can start with multimedia diagnostics that can not be ignored nowadays if we want to develop the full potential of our students. In case of dealing with large groups, we can implement strategies to invigorate the classroom. Monitoring and providing feedback takes on particular relevance. In these cases it is important to conduct peer reviews, small-group corrections, low-stakes assessments and especially discussion posted in forums or in-class reflections. We should give relevance to the division and rotation of roles and responsabilidades in the class. Likewise, at the start, display a concise visual lesson that exposes clearly the lesson plan. Furthermore, with large groups, it is especially useful a kind of flipped classroom model because if we assign pre-class micro-tasks using videos, readings and vocabulary, we can then free up in-class time for communicative tasks, speaking, and peer interaction. I find no other job more fulfilling and rewarding than teaching both language and its related culture and literature courses. I can declare proudly that former students have become language teachers themselves or Spanish majors. This is immensely satisfying to me, just as it is when students tell me that they are finally able to communicate in Spanish with their friends or colleagues. This further serves to fuel my passion for teaching. Luis Villamía.
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