Ben Hopkins

Over the course of 17 years teaching English as a Foreign Language (EFL) in Asia, my instructional approach has been characterised by a dynamic fusion of traditional textbooks with an eclectic array of authentic materials. Recognising the multifaceted nature of language acquisition, I have successfully integrated song lyrics, personal journals, current affairs, newspaper articles, and art into the curriculum, creating a rich and immersive learning experience.

Textbooks serve as a structured foundation, offering a comprehensive understanding of grammar rules, vocabulary, and language structures. However, the integration of diverse supplementary materials has been instrumental in elevating the learning process. Song lyrics, with their colloquial expressions and cultural nuances, provide a melodic avenue for students to absorb language naturally. Personal journals encourage self-expression, allowing learners to articulate thoughts and emotions in an authentic and meaningful manner.

Incorporating current affairs and newspaper articles fosters real-world language application, enhancing students' ability to engage in relevant conversations and comprehend various writing styles. Art, whether through visual representation or creative projects, serves as a unique medium for language exploration, encouraging students to describe, analyze, and interpret concepts in English.

This holistic approach not only caters to diverse learning styles but also cultivates critical thinking skills and cultural awareness. Students are not merely language learners but active participants in a dynamic exploration of English as a living, breathing entity intertwined with global culture.

As a result, my teaching philosophy revolves around the belief that a well-rounded exposure to language, through an array of authentic materials, creates proficient and culturally adept English language users.