ELIZABETH TYBURSKI

Ann Arbor, Michigan • elizabethtyburski@gmail.com

I’ve always loved going to school. I was fortunate to grow up in a household that placed a strong value
on learning and curiosity, as it certainly played a role in my quest for knowledge. However, it was
also my teachers, from elementary school through college, who encouraged me to keep learning,
reading, and exploring. I too hope to bring out a love of learning in my students, while building
intercultural competence through language learning. Through growing their understanding of
another culture, students also grow empathy.

To build this intercultural understanding alongside language proficiency, in my classroom we center
learning around big ideas and cultural comparison. We push beyond the basic cultural “facts” and dig
deeper: Why is this part of the target culture? What does this say about the culture’s values? Through
this study, students build their proficiency, since class remains in the target language, even with
difficult topics.

In order for all students to learn effectively, a classroom environment built on mutual respect is
necessary. For many students, speaking a new language can be intimidating, and it is important to be
transparent to students about the challenges of the language learning process. As a teacher it is my
job to push students to their fullest potential but remind them that it is okay if they don’t understand
something right away. Learning a second language is rewarding and fun, but it is also a time intensive
and challenging life-long process.

Since many students believe that they are inherently able or unable to learn a language, promoting a
growth mindset is necessary for student success. I strive to build a classroom community centered
around growth mindset. Language learning requires risk-taking, and the sooner students understand
this as an expected part of the learning process, the sooner we can work together toward success.
Mistakes should be treated as part of learning and not as cause for punishment. Feedback should be
specific and focused on improving communication skills. The activities and assessments I develop for
my students are focused on what the student can do, not on what they are unable to do.

Although I believe in normalizing mistakes during the learning process, I hold all my students to high
standards. When writing a unit, I utilize backwards design. Once the learning goals are set for the
unit, it is my job to help every student reach this goal. However, differentiation and equity are key
components of standards-based learning. Although standards should remain consistent between
students, each student’s path to reaching that standard will not be identical.

This life-long process of learning applies to me as well, and it is essential that my students know that
I am still learning and curious about language. I cannot hold students to a high standard without
holding myself to a high standard. As a teacher, it is obvious that I must be knowledgeable in my
content areas. I will continuously be learning about the German and Spanish languages: how they
are used and how they are changing. In addition, I must also stay up-to-date on current events,
cultural traditions, and issues in countries and regions associated with the Spanish and German
languages. Finally, but perhaps of greatest importance, I will stay knowledgeable about teaching
practices and language acquisition research.

Although I hope that my students use their language communication skills throughout their life, I
know that building intercultural competence will help them become more empathetic,
understanding people.