Affective Education Proposal

Teacher Education: Affective Education in the ESL Classroom

1. Introduction

Education means going beyond intellectual instruction, information exchange or transfer, and knowledge acquisition in schools. To a broader extent, education is aimed to achieve an integral human development. Therefore, education must cover all aspects and stages of life, according to the humanistic philosophy.(González, 2005) This can be done by being aware of the importance of affect in education and its positive impact on learners’ lives. In this way, change in the individuals’ behavior in present and future activities, attitudes, and personality can be observed. (González, 2005) As agents of change, teachers have to be aware of the relevance that the integration of both, personal and socialdevelopment has in learners in order to exploit all their potentials.
Studies on foreign language learning point out that success in language learning comes out as the result of the integration of a humanistic approach in language instruction. Krashen (1982) claims an affective filter hypothesis; which in his view, acts as an internal barrier that inhibits second language acquisition whenever learnerswere anxious or bored. (Schumann, 1997) in (Rossiter, 2003) Previous research in second language acquisition has proved hypotheses that language learning is directly related to the amount of humor and friendly supported and relaxed classroom atmosphere (affective education) that prompt risk taking enhanced learning, because there was a significant decrease of anxiety from the language learners.(Rossiter, 2003) “In order for teachers to be able to make students feel that they have the power to promote environmental change, they have to believe that they can do the same.” (Nazifah, 2011) Therefore, the need for in service teachers to know the principles of humanistic philosophy and affective education in the ESL classroom is crucial for planning, and implementing learned centeredactivities which enhance not only the intellectual quotient but the emotional quotient as well as a way to provide affective education.
Considering affective education and its implication this paper aims to develop a proposal for a teacher education course in terms of affective education. Providing in service teachers with the necessary theory and hands on activities to enhance success in theirlanguage learners.
2. Rationale
The purpose of this paper is first to develop a proposal for a course directed to in service language teachers of a bilingual preschool and primary school, on affective education in the ESL classroom. Second to develop this course as way of assessment for the Affective Education course at the Maestria de la Enseñanza del Inglés (MEI) and as part of my ownprofessionalization process. Finally, as this is a proposal directed to language teachers, this proposal will be piloted in order to analyze the effects that this course will have on teachers and learners.

3. Literature Review
3.1. Humanistic approach
Humanistic education as regarded by Moskowitz, (1978) is aimed to educate the person per se, in both dimensions: intellectual and emotional; makinglearners exploit all their potentials to the fullest capacity as stated by Maslow (1943) in (Moskowitz, 1978) when he introduces the term “self actualization”. In addition to this, Humanistic Education must be regarded as an approach concerned about the impact that feelings have over learners, because it deals with the emotional side of the human being as much as the cognitive side. Moreover,Humanistic Education is directed to modify learners’ behavior; raising individuals’ awareness of their own strengths, in order for them to make choices in a free and intelligent way, conferring learners problem solving skills. (Chase, 1998) So, in conclusion, the humanistic approach in education is directed to meet learners’ intellect, feeling life, social capacities artistic, and practical...