|dc.description.abstract||Effective EFL classrooms carry students beyond obtaining language proficiency to seeking authentic relationships and purpose in the world. In this portfolio, I present my approach to teaching English as a foreign language by adopting Constructivism as a guiding lens, analyzing multiple relevant artifacts pertaining to my two years’ work in teaching observation, practice, and reflection. The theoretically-informed statement of my teaching philosophy and evaluation of artifacts showcase my pedagogical knowledge and skills in adhering to the TESOL Standards for ESL/EFL teachers.
This paper consists of three parts: In part one, I focus on how the overarching principle of constructivism speaks to my previous language learning experience and how it has taken root in shaping my teaching values. It also lends support to different components of my philosophy. In part two, regarding artifact analysis, I demonstrate my professional knowledge in explaining, problematizing, and justifying how different EFL artifacts, chosen for each TESOL domain, meet or fall short of what the standard underscores. For the third part, looking ahead, I propose my future prospects in education—endorsing constructivism as a fundamental teaching disposition gained from previous discussions. I also address the potential challenges in advocating for a sustainable constructivist classroom culture and offer solutions and approaches in professional development.||en_US