TEACHING PHILOSOPHY 1

The Special Statement of “I Am Not Special” in

Second Language Education

Henry Nguyen

Professor Dailyn Brown

Practicum

Apr 22, 2022

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Introduction

“I am not special.”. I am not special. I have never been and I am so damn proud of that.

We live in a world where being special has become the new standard of what it means to be

successful; personally and professionally. And the phrase “I am not special” has turned into the

new standard of a malfunctioning product of our society; what it means to be a failure. In my

wildest thoughts and how I have come to be who I am today, my journey would not take form if

I were special. “I am not special” is my empowerment to thrive and achieve the wildest dreams

that I could ever dream of. And I want my past, current and future students to realize that if

everybody were special, then the term “special” would not bear any meaning. I wholeheartedly

want that for my students; not the special of their surroundings, but the individual uniqueness

within themselves.

In second language education, especially in teaching English to underprivileged,

underrepresented, and minority students, the phrase “I am not good enough [ I am not special]” is

often spoken by students. Students with diverse backgrounds and experiences come into a second

language classroom with great awareness that they are not good enough. That is why students are

here to learn “A,B,C” in a language that would eventually help them to be accepted and less

marginalized in the new world. At least that is what students are forced to think. Not to mention

the problematic education that we have where it is supposed to be flexible and help all students

to succeed, but instead it fails and

Future teaching context/s

In hopes of changing the oppressed-educational system where it heavily mistreats

underprivileged, underrepresented, and minority students, especially whose English is not their

first language, I want to go back to a place called “Community.”. The word “Community” in
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Community Colleges means that this place is supposed to be a space for all to be accepted and

treated equally, but many institutions have failed in their job to maintain the equitable education

for all. My target level of learners I would like to work with are adult learners who carry with

them diverse backgrounds of lived experiences. As I spoke with an expert from a local

community college in San Diego, who earned the doctorate degree in Education specialized in

the same topic [ as I have discussed so far], they mentioned that the system was not as supportive

as it seemed to be for some certain groups of students. That resulted in the drop-out rates across

the table (Field Note). Bearing this in mind and with a heart of only putting my students’

wellness and success first, I want to be an educator at a community college where I will have the

opportunity to fight alongside with our colleagues to bring back what the word “community” is

supposed to mean to our education. Most importantly, I wish to un-voice the voiceless voices of

our students, so they can thrive not only on “being good enough” to be accepted, but also on their

individual uniqueness.

In the following sections, I will discuss different considerations in second language

education: linguistic consideration, cognitive consideration, affective consideration, and socio-

cultural consideration. Each of these will be discussed based on my philosophy of teaching as an

English as a second language (ESL) and foriegn language (EFL) instructor.

Linguistic Consideration: The Benefits of Using Native Languages in The Classroom

In recent years, studies on the use of students’ native languages (L1) in a second language

classroom (L2 classroom) to teach has shown that allowing students to use their native tongues

would not only increase their learning experience, but also provide them a space to belong and

express themselves, personally and professionally. Auerback discussed this in her research paper,

“Starting with the L1 provides a sense of security and validates the learners’ lived experiences,
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allowing them to express themselves. The learner is then willing to experiment and take risks

with English”. Letting students practice their rights of honoring their native tongues in a L2

classroom helps improve their quality and experience of learning. As a second language learner

myself, I remember being allowed to speak Vietnamese in some of the classes when I did not

know how to speak in the target language helped me feel connected with the materials. I was

more open to learning and excited to be with the teachers and my peers. Now, being a L2

teacher, I always remind students that they are allowed to use their L1 in the class if they need it

to. For example, in writing assignments, I am okay with students writing in their L1 first in the

first draft, then polish it later in their L2. Doing this, according to my own experience, helps

students to learn, and look for their individual uniqueness rather than trying to be “good” and

“special.”. It helps develop their developmental success that goes beyond their in-class learning

and my teaching.

Cognitive consideration: Building Schemas

As a teacher who values students’ backgrounds and lived experiences, I never cease to

embed students’ diversity in my teaching practices to teach and learn to teach better. I believe

that when students learn from their own diversity, they thrive better in the process of acquiring

the cultural, social, and linguistic knowledge of the target language. Building or activating

schema is always my priority before walking students into any new learning topic of my class. In

a research study article, which I read not long ago, shows that readers [learners in our sense here]

build a more meaningful connection and representation of materials using their schemas (AI-

Issa, 2006). As an instructor, I like to let students start the class for me instead of me doing it. I

sing their songs, dance their moves, look at their artifacts, and listen to their stories. I also let

students pick what they want to learn. I often give them choices and they can pick out which one
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is more relevant to them to talk about. Connecting back to the idea of having individual

uniqueness rather than being special or good enough, building schemas in students’ learning also

provides students a space to feel appreciated and valued for what they bring to the classroom.

Despite the life they carry out there, in the midst of making a living in chaos, having a moment

to use what they know to learn allows students to be true even inside the classroom.

Affective considerations: Language Aptitudes and Motivational Factors

To speak on affective considerations, I remember reading a work by Gardner and

Lambert during my first year in the master’s program about two most important factors that

contribute to students’ achievements in learning a second language or target language. In the

article, they wrote that the high achievements of Montreal high school students studying French

as a second language - measurements of linguistic aptitude, verbal intelligence, and various

attitudinal and motivational characteristics - occurred because of these linguistic aptitudes and

motivational factors (Gadner, C & Lambert, E, 1959). Having this mind, when I create curricula

or formulate my teaching strategies, I always think about these two affective factors. Student’s

beliefs and how those beliefs motivate them to learn and be in the classroom are something that I

carefully think about when I teach. Especially, in second language acquisition (SLA),

overlooking students’ language aptitudes and how those motivational factors motivate students

to learn only both brings teaching and learning down to the pedagogical pitfall. One thing I often

do is to ask students to fill out a oral, written, or virtual survey (depending on their levels), so I

know more about their beliefs and motivation to learn. Also, again, without considering the two [

aptitudes and motivation], my students, our students, then again would walk away from the

classroom and still think that their English is not good enough and they are not special enough to

be accepted in our society. My heart aches to think about this.

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Socio-cultural considerations: Learn Better Together

Implications from Vygotskian theory on social constructivism, project-based learning has

had an impact on the world of teaching and learning, especially in second language education. I

am a Vysgotky’s follower. I do not deny that. Most of my teaching and learning are about

providing students with a sandbox [ project-based learning] and let their creativity take forms,

then transform themselves in the art of their own hands. As a teacher, I am more practical than

what project-based learning is defined. Many practitioners fail to achieve the goal because the

goal is not realistic, and clear to both teachers and students (Helle, L & Olkinuora, E, 2006).

Being more practical here means I let students decide a topic that is relevant to their diverse

backgrounds of lived experiences. Therefore, being practical in applying project-based learning

is a need. I cannot ask students to work on a project that only relates to the dominant cultures,

and forget about their diverse backgrounds and experiences. Why am I talking about this? I am

mentioning this because it is a part of being considerate about what students bring inside a

classroom, socially and culturally. It is a part of applying socio-cultural practices into teaching

and learning where students can truly feel authentic. Otherwise, in the end, students still pass the

class with a good grade, but that good grade only puts students on the spot “I am not perfect”

again when they leave the classroom. Then I fail as their instructor and I fail my main purpose in

education.

Conclusion

“Always, always, always put your students first” - H. Douglas Brown

As a student, I only battled with one single enemy where I tried to master the target

language’s skill as fast as possible, so I could be accepted in society, find a job, and most
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importantly, believe that “I am good enough now”. The truth was, the emptiness was constantly

lingering inside the linguistic sphere after years of learning ESL. I was still asked about my

accent and I did not achieve the stage of mattering in my own self. As a student, I learned about

the importance of having lessons that reflected on students’ needs before meeting the

requirements of the course. As a student, I learned that the connection between students,

teachers, and classrooms’ materials made great contributions to my own success.

This journey has always been about the students. I have spent the last eight years as an

ESL student transforming into an EFL and ESL instructor to think about how to best provide a

space for students to feel comfortable and they belong in the classroom. When I joined the

master program at University of San Diego, my master thesis also touched on the practices to

increase students’ sense of belonging to achieve developmental success while learning a second

language. This goal has been about them [students] and me as their students.

“Be a student of our own students” - Henry Nguyen

The transformation has taught me the value of respecting my roots and using them as

pedagogical tools to learn and teach. As a person who is going to be a teacher, I have realized

that teaching is not just about giving out essential information for students to pass the course or

meeting the course’s requirements, but the noble act of creating a space [a sandbox] where

students can personally, academically, and professionally thrive. As a practitioner of that idea, I

have realized the need to think like a student while wearing my teacher’s hat. I have to see what

they see and help them to see what they cannot see but it is there the whole entire time. I have

learned to teach as a student, and learn as a teacher. This is my transformation; the thrive of the

old lion [me]. The old lion where the jungle has neglected him due to his oldness, but its will is

what brings him to the throne.

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“Being human together” - Dailyn Brown

Specifically, enrolling in the practicum class in the master program enlightened me to be

a teacher-human again. In the midst of chasing after deadlines and swimming through the mess

which was bestowed upon me as a graduate student to finish the program, I somehow had lost

what it meant to be a teacher-human. However, the practicum class was such a treat sweetening

my dying breath in the middle of my own battle. I have learned and relearned the basic

philosophy of a teaching life where it is just fine to allow students and myself to stop, think, and

take a breath. I have understood that interruptions in the classroom are signs of resilience and

determination. I have come to realize that teaching makes me happy when my students say “I

miss you Henry. Where were you last week?” (Mentor teacher’s class).

Moving forward from the program, I want to fail more. Yes, I want to fail more. I want to

fail so I can learn to be a better student. I wish to fail so I can become a teacher for my students.

To me, professional development does not happen when I attend workshops or read a new book

telling me how to teach. To me, those are just theoretical statements that are made based on the

speakers and writers’ experiences, not my students. I desire to fail in my students’ arms, so I

know how they feel when people tell them that “You are not good enough” or “You are not

special”. I desire that. Only that I desire to support my future teaching and yet, most importantly,

to support my students; the students of me, myself, and I.

I had a good time.

Respectfully,

Henry Nguyen.
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References

Auerbach, E. 1993. Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 1,

pp. 9–32.

Al-Issa, A. (2006). Schema Theory And L2 Reading Comprehension: Implications For Teaching.

Journal of College Teaching & Learning (TLC), 3(7).

https://doi.org/10.19030/tlc.v3i7.1700

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition.

Canadian Journal of Psychology, 13, 266–72

Helle, L., Tynjälä, P. & Olkinuora, E. Project-Based Learning in Post-Secondary Education –

Theory, Practice and Rubber Sling Shots. High Educ 51, 287–314 (2006).

https://doi.org/10.1007/s10734-004-6386-5