The Second Language Teaching

The first semester of Mrs. Grant’s tenth-grade Latin class was devoted to vocabulary memorization and sentence completion, leaving me with memories of chiming, “Matella est mater. Flavius est pater.”

Although I had never studied a foreign language before, I remember thinking, “Even if Latin is a dead language, there must be a more lively way of learning and teaching it.” I have since traveled extensively, lived in other countries, and learned other languages. As my current passion for teaching developed, I often thought of Mrs. Grant’s Latin class as the antithesis of what I aimed for my classroom to be like.

At age twenty-four, I was building a career as a restaurateur and earning a lucrative living when I rediscovered my passion for learning and for teaching through evening courses in French and seminars in teaching English as a second language. In particular, I realized my profound interest in teaching English to speakers of other languages, and so I made the difficult but ultimately invaluable decision to study in the Second Language Teaching program at the University of Ottawa.

In this program, my interest evolved from a focus on teaching young adults to teaching adults at the post-secondary level. Opportunities to apply my knowledge in the classroom, in combination with my experiences learning two languages in foreign contexts, have served as integral guides to the development of my own approach to teaching second languages.

In the classroom, it is particularly important for me to understand the second language learner’s point of view and use humor and real-life situations to get a point across. Yet a teacher's work goes beyond these techniques. In order to further understand the political, economical, social, and cultural issues underlying educational policies and procedures, I wish to join the Master of Education program at Columbia University. This foundation will serve as the critical bridge needed to further my career as an educator.

Through my undergraduate studies in second language teaching, I developed my interest in pursuing research on the question of how sociocultural factors impact awareness in second language design, implementation, and assessment in a multicultural community versus those in a culturally homogeneous community. In my experience, moreover, sociocultural factors affect schooling in a variety of areas, including culture, gender identities, power roles, class markers and social markers. Research in this area as part of my studies at Columbia will therefore help fill a pressing, practical educational need.

Finally, while conducting this research, I hope to expand my analytical, statistical and examination skills, and later to bring to my teaching an increased awareness of issues currently affecting educational pedagogy. The Master of Education program will therefore provide me with the educational foundation to fully realize my professional and personal goals.

點(diǎn)評(píng)：

文章開(kāi)篇點(diǎn)出第二語(yǔ)言教學(xué)的精髓。隨后闡述了自己對(duì)這個(gè)專業(yè)興趣產(chǎn)生的原因，并從個(gè)人興趣轉(zhuǎn)移談到了第二語(yǔ)言教學(xué)的教學(xué)方法，并且從不斷的實(shí)踐中對(duì)教法有了不斷的深入。對(duì)于自己技能的提高過(guò)程給了一定的說(shuō)明。最后在實(shí)踐中發(fā)現(xiàn)了第二語(yǔ)言教學(xué)的精髓所在就是“社會(huì)與文化的因素如何影響第二語(yǔ)言在那些類似同等的文化團(tuán)體中的計(jì)劃”。

文章主要讓讀者能了解到，他對(duì)該專業(yè)的興趣并且為這一興趣作了哪些工作，而且逐漸專業(yè)經(jīng)歷的積累又讓他明白了該專業(yè)精髓所在，而此時(shí)又明確了未來(lái)專業(yè)學(xué)習(xí)的方向。作者沒(méi)有象其他作者只是詳細(xì)的描寫(xiě)一些過(guò)程，是深度對(duì)教學(xué)方法進(jìn)行了說(shuō)明，而第二語(yǔ)言教學(xué)正式看重申請(qǐng)人在教學(xué)方法的鉆研和興趣。

這篇文章主要的成功之處在于能從專業(yè)自身的特點(diǎn)出發(fā)，結(jié)合自己的興趣明確未來(lái)專業(yè)學(xué)習(xí)方向。

譯文：

第二語(yǔ)言教學(xué)

Grant夫人第十級(jí)的拉丁課第一學(xué)期的單詞技藝和句子完成，給我留下了很深的印象，“Matella est mater. Flavius est pater.”。

雖然在這之前我從來(lái)沒(méi)有學(xué)習(xí)過(guò)外國(guó)語(yǔ)，我記得那個(gè)思想“即使拉丁語(yǔ)是死語(yǔ)言，仍然有更活躍的方式來(lái)學(xué)習(xí)和教授它”。之后，我進(jìn)行了廣闊的旅游，生活在了其他國(guó)家并且學(xué)習(xí)了其他語(yǔ)言。對(duì)教學(xué)方式挖掘的熱情，讓我經(jīng)常試圖讓我的課堂成為Mrs. Grant的拉丁語(yǔ)課堂那樣。

在我24歲的時(shí)候，我是一個(gè)參餐館老板。那個(gè)時(shí)候當(dāng)我通過(guò)夜校法語(yǔ)和英語(yǔ)作為第二語(yǔ)言教學(xué)的學(xué)習(xí)讓我重新發(fā)現(xiàn)我對(duì)學(xué)習(xí)和教學(xué)的熱情。重要的是，我意識(shí)到我對(duì)給非英語(yǔ)母語(yǔ)的人教授英語(yǔ)有濃厚的興趣。因此我做了一個(gè)雖然很艱難但是很堅(jiān)定并很有價(jià)值的決定，我要去Ottawa大學(xué)去學(xué)習(xí)第二語(yǔ)言教育專業(yè)。

在這里面的學(xué)習(xí)，我的興趣從教小孩轉(zhuǎn)移到教成人。結(jié)合我學(xué)習(xí)兩種語(yǔ)言的經(jīng)驗(yàn)，我很好的提高我的對(duì)第二語(yǔ)言教育的能力的提升。我在課堂上的知識(shí)和我前后學(xué)習(xí)兩種外語(yǔ)的經(jīng)驗(yàn)，給我自己第二語(yǔ)言的教授方法的發(fā)展有完整的指引。

在教室里，了解第二語(yǔ)言初學(xué)者的觀點(diǎn)、用幽默和真誠(chéng)達(dá)到共識(shí)對(duì)我來(lái)說(shuō)尤其的重要。但是教師的工作還不僅僅是這些技巧，為了進(jìn)一步更好地了解基于政治，經(jīng)濟(jì)，社會(huì)和文化制定出的教育政策和程序，我請(qǐng)求進(jìn)入哥倫比亞大學(xué)攻讀教育碩士。這個(gè)階段是必需的、迫切的對(duì)于進(jìn)一步促進(jìn)我成為一個(gè)教育家的職業(yè)生涯。

通過(guò)我在大學(xué)期間對(duì)第二語(yǔ)言教學(xué)的學(xué)習(xí)，我更進(jìn)一步的拓展了我的興趣對(duì)于從事研究這樣一個(gè)問(wèn)題：社會(huì)與文化的因素如何影響第二語(yǔ)言在那些類似同等的文化團(tuán)體中的計(jì)劃，執(zhí)行和估價(jià)。以我的體會(huì)而言，社會(huì)與文化的因素推動(dòng)著學(xué)校教育涉及了多個(gè)領(lǐng)域，朝著多元化發(fā)展；包括文明，性別身份，權(quán)力角色，班級(jí)標(biāo)兵和社會(huì)標(biāo)兵。因此作為我在哥倫比亞大學(xué)的學(xué)習(xí)的一部分，研究這個(gè)領(lǐng)域是緊迫的，實(shí)用的，必須的。

最后，當(dāng)開(kāi)始這個(gè)研究的時(shí)候，我希望擴(kuò)展我的分析，統(tǒng)計(jì)和考察技巧，這個(gè)教育學(xué)碩士項(xiàng)目將提供給我一個(gè)教育基礎(chǔ)對(duì)于完全的實(shí)現(xiàn)我的我的職業(yè)和個(gè)人目標(biāo)。