我就喜歡這樣的妳

Self-reflection paper –
Connections to theory, culture and the teaching/learning process

Childhood is a transformative period marked by family, exploration, and learning, which shapes our identity and perspectives. Reflecting on my own journey through different stages of development allows me to connect personal experiences with learning theories and cultural influences. In the following paragraphs, I will show key moments from my childhood and adolescence, linking them to developmental stages and their impact on my identity and future as a language teacher. By understanding these experiences, I aim to uncover how my cultural background, personal growth, and educational influences shape my teaching philosophy. 

Early Childhood ft critical period (Till About 3-4 Years of Age)

Growing up, my family heritage was rooted both in China and Taiwan, but my environment was predominantly Chinese-speaking. My mother, being Taiwanese, influenced my language development that my Mandarin lacked the precision and articulation. This strong emphasis on Mandarin created a critical period for language acquisition, as posited by theories like Lenneberg's critical period hypothesis. While I developed fluency in Mandarin, my exposure to Taiwanese was limited, leaving me with minimal proficiency in the dialect. Additionally, the cultural norm in Taiwan that discouraged children from speaking out affected my oral expression skills. My struggle to confidently communicate during critical developmental windows. 

Preschool/Primary Years (Till About 2nd-3rd Grade)

Starting primary school, I faced challenges as a left-handed student learning to write Chinese characters. The pictographic system was inherently complex, and under school pressure, my family encouraged me to switch to using my right hand. This adjustment made the process even more difficult and frustrating. However, my teacher’s innovative use of storytelling to teach characters provided essential support. This approach exemplified Bruner’s theory of scaffolding and learning through narratives, making the abstract concepts of Chinese characters more relatable and engaging.

Elementary Years (Till About 6th Grade)

In fifth grade, I met an easygoing and open-minded classmate who profoundly influenced me. Her confidence and willingness to express herself encouraged me to be brave and embrace self-expression, marking a turning point in my personal development. This milestone helped me overcome my reserved nature and develop greater confidence in social interactions. Observing her strategies motivated me to improve my own approach to learning, demonstrating Bandura’s social learning theory, which emphasizes learning through observation and interaction. These experiences reinforced my belief in the value of peer interaction in fostering personal and academic growth—a practice I now prioritize in my teaching to create a supportive and collaborative learning environment.

Middle School Years (Till About 9th Grade)

Entering junior high school, I was exposed to a mass of new knowledge, which aligned with the development of cognitive skills described in Piaget’s concrete operational stage. During this period, I began to think logically, organize information more effectively, and maintain my academic performance within the top five of my class. A pivotal experience was participating in an English-speaking competition, which taught me critical thinking and public speaking skills. Through this competition, I became aware of cultural differences in presentation styles, which significantly influenced my perspective on effective communication. These experiences laid the foundation for my appreciation of cultural nuances and the importance of clear expression—skills I strive to foster in my students today.

High School Years (Till About 12th Grade)

In high school, I experienced significant personal growth as I transitioned into the academic world. Surrounded by diverse and talented peers who excelled not only in academics but also in areas like sports and music, I was inspired to improve myself and carve out my own path toward success. Striving to be "good enough" to enter a reputable university, I realized the importance of English for my future, which further motivated my efforts. This demonstrates Bandura’s social learning theory, emphasizing learning through observation and interaction. Additionally, this experience aligns with Bronfenbrenner’s ecological systems theory, as my interactions with a dynamic and inspiring environment broadened my worldview. These formative years taught me the value of persistence, adaptability, and setting personal goals.

Reflecting on my journey through these developmental stages, it is evident that each phase of my childhood and adolescence has left a profound impact on my identity and teaching philosophy. From the critical period of language acquisition in early childhood to the pivotal moments of personal growth in high school, my experiences have shaped my understanding of learning, resilience, and cultural diversity. The influence of family, peers, and teachers demonstrates the interconnectedness of developmental theories, including Lenneberg’s critical period hypothesis, Bruner’s scaffolding, Bandura’s social learning theory, and Bronfenbrenner’s ecological systems theory. These frameworks not only provide insights into my own growth but also guide my approach as an educator. By fostering supportive, collaborative, and culturally aware environments, I aim to empower my students to navigate their unique journeys of growth, just as I have navigated mine.