Bridging Theory and Practice in Language Education

In my role as English foreign language trainer for adult learners, I teach primarily in an online environment, using digital tools to enhance the teaching and learning experience. This essay critically examines my work-based practiced through relevant philosophical perspectives and educational theories, exploring how these ideas have shaped my teaching method and supported my professional development. It also addresses current educational issues, such as digital learning to highlight evolving challenges and opportunities in my field.

Bridging Theory and Practice in Language Education

In my teaching approach, I value autonomy in learning, which aligns with Carl Rogers’ emphasis on individualism highlighting the importance of individual freedom and a learner-centered approach (Rogers, 1983; Portelli & Menashy, 2010). This philosophy supports an education setting focused on developing the whole person and emphasises meaningful, experiential learning over a standardised curriculum (Martin & Martin, 2010). Using digital tools, I create an environment where learners can freely explore their interests, encouraging them to take ownership of their learning, which promotes motivation and engagement through a sense of autonomy (Deci & Ryan, 2000). For instance, encouraging my students to download language applications, watch YouTube videos, and create online flashcards which will help them in our regular online conversational practice sessions. Gharti  (2019) found that granting learners’ autonomy helps students achieve better results and learn more effectively while also helping teachers identify needed changes and boosts students’ motivation. This view also aligns with Knowles’ theory of andragogy which explains that when learners take responsibility of their own learning, their motivation and engagement significantly increase (Knowles et al., 2005). Understanding the factors that drive adult learners such as job satisfaction, self-esteem, and quality of life- is essential, as these internal motivations inspire them to pursue learning opportunities that foster both personal and professional growth (Purwanti, 2017).

However, learning and applying this approach has not been without challenges. Adult learners, while encouraging them to take control of their learning, still expect a degree of structure and guidance (Cercone, 2008), particularly to students who are not confident enough to speak a foreign language. Learners appreciate opportunities to contribute to their own learning goals, which boosts their motivation and encourages better engagement in training activities (Kallick & Zmuda, 2017). However, balancing autonomy and structured lessons which the students expect are challenging for the teachers (Hornstra et al., 2021).  For example, when teaching grammar, students often still expect clear guidance on how to correctly form sentences. Giving independence to students can lead to confusion when not properly supported (Fisher & Frey, 2021). This has prompted critical reflection on how much freedom is appropriate and whether the concept of individualism consistently aligns with the teaching and learning process of adult language acquisition.

This challenge becomes even more evident in the context of digital learning, where individualism and structure must be balanced carefully. Digital tools for foreign language learning provide strong examples of students’ autonomy in learning (Reinders & Benson, 2017). For instance, Duolingo for Schools incorporated self-directed learning principles while making language acquisition fun and engaging (Duolingo, 2023). While digital platforms offer the flexibility that suits the learner’s needs, they also demand a level of self-discipline that not all learners possess (Broadbent & Poon, 2015). This also raises a critical question: to what extent should a teacher or trainer scaffold learning to ensure success while maintaining a self-directed learning? The adult learning theory promotes the idea of experiential learning (Sisselman-Borgia & Torino, 2017; Furman & Sibthorp, 2013); however, learning a language needs a foundation before learners can fully engage in practicing language use. Instructional scaffolding, which involves providing temporary support to help learners build knowledge, is essential in providing a balanced approach in self-directed learning and structured learning environment (Foley & Kaiser, 2013). A study by Deci et al. (2010) found that combining autonomy support with structure led to higher student engagement, demonstrating that both are complementary and essential for fostering active participation.

Figure 1. 6 Ways to use Duolingo in class. (Duolingo, 2023)

In digital language learning, autonomy is invaluable; however, limitations remain as learners may struggle to progress without proper guidance (Lai, 2017). The Zone of Proximal Development (ZPD) by Vygotsky (1978) highlights that learners often need structured support to bridge gaps in their knowledge, in this case in more complex areas like grammar. In a digital context, this means that while learners benefit from autonomy, they also require timely scaffolding to help them navigate challenging concepts and achieve deeper understanding (Yang, 2023; Alrabai, 2021). By understanding this, I can step in to provide just enough guidance to bridge gaps in understanding without undermining their autonomy. In practice, balancing Rogers’ learner-centered approach with Vygotsky’s ZPD ensures offering enough support to assist student when they encounter difficulties. This creates a dynamic learning environment where autonomy and structure complement each other which allows learners to feel confident in their progress while receiving necessary guidance when needed (Little, 2022).

Furthermore, Dewey’s pragmatism has also shaped my teaching philosophy, particularly thorough digital platforms that encourage experimentation and real-word application (Hickman, 2007; Hickman et al., 2010). Language applications, for example, facilitate spontaneous conversation and provide instant feedback, creating a more interactive and engaging learning experience (Belda-Medina & Calvo-Ferrer, 2022). However, learner’s proficiency level plays an important role in the learning process and digitals tools like Duolingo and Speak applications are limited in providing comprehensive assessments, as they often assume users possess a certain level of prior knowledge (Hartley et al., 2024). Additionally, overreliance on AI can also impact cognitive skills, as learners may opt for quick solutions over deeper processing which could impact critical thinking—an essential component of the philosophy of pragmatism. (Zhai et al., 2024; Lin & Chen, 2024)

Figure 2. Speak + Open AI Recognition (Speak, 2024)

In summary, using technology which promotes learner-centered approach offers both significant advantages and notable challenges. Digital tools like language apps, online courses and AI tutors empower learners to control their pace and tailor their learning paths to their goals (Li & Lan, 2022). Reflecting a pragmatic approach, these tools allow learners to engage directly with material in real-world contexts while receiving immediate feedback (Forbes et al., 2023). However, this raises questions about the balance of autonomy and teacher-led instruction, as well as the role of scaffolding in helping learners overcome knowledge gaps (Arends & Kilcher, 2010). Ultimately, while technology fosters independence, it requires careful integration of support to ensure that learning is both effective and meaningful (Stein & Graham, 2020).

A Pragmatic Approach to Professional Development: Change Management, Reflection, and Mentoring

In my professional development, I draw on pragmatic approach that emphasises real-world, hands-on learning through change management, reflection, and mentoring. Pragmatism, with its focus on practical outcomes, guides my learning process, allowing me to adapt and grow through experiential methods (Bassot, 2016). Research emphasises that effective professional development should go beyond knowledge transfer to focus on enhancing teaching quality through active exploration and practice (McCann et al., 2012). Similar to my students, I remain actively engaged in ongoing online training to enhance my skills and stay updated with current methodologies. During the pandemic, Bragg et al. (2021) found that online training strengthened teaching practices, confidence, and positive attitudes. Similarly, Kalinowski et al. (2019) showed that well-designed digital training helps teachers adopt new methods, benefiting students. For instance, Edtech helps learners become job-ready by building skills with digital tools that many employers now look for in candidates (Anderson, 2021). However, shifting to digital tools also posed initial challenges as I was familiar with in-person training. In this transition, effective change management is crucial in navigating the challenges of adopting new digital tools, ensuring smooth integration that supports both teaching quality and learner engagement (Sato et al., 2024; Purnomo et al., 2024).

Change Management

Change management is crucial in this context because adopting new digital tools often involves adjustments in mindset, teaching practices, and learning structure (Fullan, 2007). Effective leadership is essential in guiding this change, as leaders play a central role in setting direction and supporting the transition process (Harris & Jones, 2019). Fullan’s concept of change management emphasises leadership with a moral purpose, understanding change dynamics, building relationships, and supporting professional development (Fullan, 2020). My current employer has been supportive of my professional development, which is a fundamental aspect of our company’s learning culture, and access to valuable resources here in Germany has greatly facilitated this growth. Leadership is relevant to my professional development because, drawing from my pragmatic beliefs, I see practical, hands-on involvement in change as key to effective learning and growth. However, achieving certain goals maybe challenging without school leaders taking the initiative to lead in the professional development which aligns with Fullan’s view of leadership (Fullan, 2020). Research shows that leadership style impacts teacher motivation, with Eyal & Roth (2011) finding that teachers’ views of their principal’s leadership affect their motivation and work environment. Moreover, Fullan’s approach to change management often assumes there is strong support for professional development, access to technology, and a culture that welcomes change based on Western education systems (Chigona & Chigona, 2010; Cross & Adam, 2007). Also, in less-resourced countries, such as my home country, the Philippines, limited funding, technology, and training make it hard to carry out effective change management strategies (Caesar, 2013).

Reflection

Reflection is core part of my professional development, influenced by David Kolb’s experiential learning theory which emphasises learning through a cycle of experience, reflection, conceptualisation, and experimentation (Kolb, 1984). By reflecting on my teaching practices through writing journals, I can identify what works well and area for improvement, allowing me to adapt and enhance my approach. However, it is important to note that Kolb’s learning model, rooted in Western ideas, may oversimplify learning by assuming it happens in clear steps, which does not always reflect real-life or cultural differences (Pratchett & Young, 2015). Further, this reflective approach often requires proper guidance from a mentor to help learners develop deeper insights and critical thinking skills, suggesting that mastery of reflection may be challenging to achieve independently (Bassot, 2016). Nevertheless, Kolb’s concept of reflective practices has been a helpful guide in actively assessing experiences and make purposeful adjustments to improve teaching effectiveness.

Mentoring

Drawing from Clutterbuck’s concept of mentoring, which highlights collaborative learning as a foundation for professional growth, effective mentoring incorporates shared experiences and guidance to build skills within an organisation (Clutterbuck, 2004). Practices like co-teaching, observing, and providing feedback on colleagues’ classes foster innovative teaching practices and improve the exchange of knowledge and skills within the organisation (Lord et al., 2008). This approach contributes to higher employee retention and smoother transition into new roles, bringing significant benefits to the organisation (Clutterbuck, 2004). However, despite its benefits, a major challenge is limited time, as teachers are often busy with their usual responsibilities, leaving little room for mentoring activities (Okumu et al., 2023). Likewise, leadership challenges, like limited commitment or vision from school leaders, can hinder the growth of a mentoring culture (Brown et al., 2022). Also, cultural and hierarchical obstacles can restrict open communication and collaboration, reducing the positive impact of mentoring on improving education standards (Kent et al., 2013). Despite this limitation, it is important to note that mentoring through collaborative learning among teachers enhances their skills and confidence, leading to improved teaching practices, better student outcomes, increased job satisfaction, and a positive organisational culture (Schleicher, 2015).

In summary, a pragmatic approach to professional development, emphasises the importance of change management, reflection, and mentoring. Through a pragmatism-focused approach incorporating hands-on learning, digital tools, and effective change strategies, educators can address challenges and improve teaching quality. Reflection, guided by Kolb’s experiential learning, encourages continuous self-improvement, while mentoring supports collaborative growth and skill-sharing.

Conclusion

Integrating educational philosophy into teaching enriches the growth for both learner and educator. This approach emphasises autonomy, support, and technology, drawing on ideas from Rogers, Vygotsky, Dewey, and Knowles to blend learner-centered methods with structured guidance. This balance fosters motivation and builds a dynamic learning environment where digital tools support meaningful, self-directed learning. A pragmatic focus on professional development through change management, reflection, and mentoring further strengthens this foundation. By adapting to new methods, reflecting on practices, and engaging in collaborative growth, educators can better meet evolving educational demands. These elements can create a cohesive framework that not only supports teaching effectiveness but also encourages lifelong learning, adaptability, and positive outcomes in both professional development and student achievement.