This portfolio contains my experience and philosophy as a foreign language teacher. I am delighted to say that after 5 years of teaching experience, I finally have a tool-belt of pedagogy and research on my side. In a way I was lucky to start teaching without predetermined notions of what the perfect classroom looks like. Inexperience led me to rely on creative instincts and personal successes and failures in second language learning to reach my students.  My time as a graduate student in the Foreign Language Teaching Program at Michigan State University has only empowered my creative abilities as a teacher.

I thought when I started the program I would discover the perfect way to teach Chinese characters or the best planning template for guaranteed successful lesson plans. However modern research supports a variety of methods and flexibility in planning. Such a blended and tailored approach to foreign language teaching allows teachers to meet a comprehensive set of instructional goals and learner needs. Because of my studies at MSU, I can confidently make decisions about how and what to teach and about how to evaluate and reflect on these decisions to facilitate my students’ success. There truly is no one way to learn a foreign language. Learner diversity is what makes our job of designing and guiding a student-centered learning environment so exciting.

Please click on the “Philosophy” tab to read more about my teaching philosophy. It describes my approach to foreign language teaching as influenced by my own language learning and teaching experiences, as well as my studies at Michigan State University.

Also featured under the “Portfolio” menu, you will see a “Table of Contents” listing evidence of my knowledge and experience of: Teaching Methods, Technology Use in the Classroom, Designing Assessments, Teaching Culture, Language Proficiency, and a Project-Based Learning supplementary curriculum titled, “Linsanity.”

The “Linsanity” curriculum was created as part of an “Experiential Module” (EM) course, mentored by a MAFLT professor. During my studies at MSU, I became very interested in the Project-Based Learning (PBL) Program philosophy. For my EM, I created a series of projects that would help young learners of Chinese breakdown cultural stereotypes, particularly those surrounding Asian American culture. They are for beginner elementary Mandarin students, adaptable for grades 2-5.