Before pursuing my Master of Arts in Romance Languages and my Ph.D. in French Literature and Critical Theory, I had already chosen the career path that best suited my interests and skills - the instruction of writing, literature, and language. I have thirteen years of language teaching experience, including six years of ESL and English academic writing teaching. I have taught for two universities, a university extension, a high school, an adult education charter school, and a private elementary school. I also have five years of experience giving private ESL lessons. My expertise is in pronunciation, idioms and expressions, grammar and composition, and IELTS and TOEFL vocabulary. I hold a California preliminary credential in Adult Education and English as a Second Language along with my PhD. I have always had an open mind and a great appreciation for the languages, cultures, religious practices, and politics of the diverse nations around the globe, and this linguistic and cultural appreciation is becoming increasingly common among American college students and members of the American intelligentsia. As a result, there has been a restoration of awareness and understanding of the importance of engaging in civic discourse and effective communication that is sensitive to cultural and identity differences in the United States.
As an educator, I believe that it is essential to understand the needs and backgrounds of my students in order to serve and support them more effectively. Throughout my career as a writing and language instructor, I have endeavored to balance my classroom teaching with individual conferences, working diligently to provide feedback and individualized attention to each student. It is my belief that prompt feedback and constructive criticism using the Describe-Evaluate-Suggest model are indispensable to writing skills development, particularly in an online setting where daily writing and communication with students is not only encouraged, but essential. I am trained in Communicative Language Teaching, and I believe that in order to learn a language, lessons must have a real-world objective and use.
I make myself available to my students throughout the day, evenings, and on weekends through email and prompt responses. My role, therefore, is that of an architect, an active reader, and a reference tool. The most important thing to recognize is that teaching is a learning experience. The constant evolution of studies in rhetoric and pedagogy allow me to grow continually as an educator. Consequently, it is essential that I be adaptable, flexible, and willing to learn new things. This adaptability not only makes me a better educator, but also a role model for my students.