Standard 2: Learning Differences:

The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Artifact 1 Student email and evaluations
Class: SPA 202
National Standards for Foreign Language Learning: 5.1, 5.2
For my first artifact for Standard 2 of Learning Differences, I chose an email that one of
my students (lets call him Jack*) sent to me thanking me for being a wonderful teacher who has
inspired him to go beyond the curriculum requirements and make fluency in Spanish a life-long
goal. I also chose an evaluation done by my Spanish 202 class in the Spring 2014 because I
suspect that Jack also did part of the evaluation. When I first met Jack, I had no idea how much
he resented the fact that he had to take four Spanish classes in order to graduate. He took
Spanish 101 and 102 with other instructors and came out of those classes with no love for the
Spanish language. I, of course, found all of this out later when he chose to reveal this to me. As
you can see from his email to me, Jack was impressed that I developed new ways to keep the
class engaged and taught them a lot. I was able to inspire in him a love of the Spanish language
so much so that he wants to continue to learn it until he becomes fluent. He even went on the
study abroad this summer to Spain.
Jacks motivation for taking Spanish changed over the course of two semesters that he
was in my Spanish classes. In his socio-educational model, Gardner assumed that language
learners' goals fall into two broad categories: (i) an integrative orientation, which reflects a
positive disposition toward the L2 group and the desire to interact with and even become similar
to valued members of that community; and (ii) an instrumental orientation, whereby language
learning is primarily associated with the potential pragmatic gains of L2 proficiency, such as
getting a better job or a higher salary (Drnyei, Z and Skehan, 613).
When he began his first Spanish class with me, Jacks only intention with regards to
Spanish was to pass the last two courses that he had left to meet his requirement and never look
back. He was motivated instrumentally. But all of that changed after taking his first Spanish
class with me, and now his motivation is purely integrative. I know that he has made many
Latino friends, some of whom he introduced me to at the International Festival we had in the
LAB on November 20th, 2014. He has also made on-line friends that he practices his Spanish
with. He often sends me messages about what is going on in his life and he always writes me in
Spanish. I think his email and the student evaluation provide evidence that I understand that
students learn in diverse ways and that their individual differences affect the way they learn.
Other students also made positive comments about the way I engage them in learning Spanish.
The tools that I use to keep students interested and motivated, such as playing games, using
technology, music videos, and TPR are working for them!
*Not his real name

Dornyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In

C. Doughty M.Long (Eds), The handbook of second language acquisition
(pp.589-625). Oxford: Blackwell