iatefl poland: efl for teens and young adults
DESCRIPTION
To reach teens and young adults effectively when we teach them English as a foreign or second language, we have to take into account their development from a brain, social and personal standpoint in order to unlock motivation and involve them in their own learning journey.TRANSCRIPT
UnlockingLearnerMo/va/onInTheAgeOfTheDigitalNa/ve
PaulMaglioneCo‐founder,
Theinternet
isnow20yearsold
Weliveina9meofastoundingchange.
Whocouldhaveimagined20yearsagothattoday…
“Asubordina,ngconjunc,onalwayscomesatthebeginningofasubordinateclause.It
"introduces"asubordinateclause.However,asubordinateclausecansome,mescomea>er
andsome,mesbeforeamainclause….”
1910 2010
It’shigh9meweputthesefourthingstogetherandcameupwithamoreeffec9vewayofmo9va9nglearningandteaching
Englishtoteensandyoungadults.
WhoAreTeens? What’sgoingonwiththeirlives?
- hormones/sexualdevelopment
- independence/autonomy
- ques9oningofauthority/rebellion- socialhyperac9vity/peerpressure
What’sgoingonwiththeirfuture?- pressureovereduca9on,career
prospects,typeoffriends,values
Whataretheirculturalreferences?
Whatistheirrela9onshipwitheduca9on?
English:howdotheyseeitasrelevanttothem?
Whatelsedoweknowaboutteens?
Theirbrainsareinaveryspecificstateofdevelopment.
last
1st
PrefrontalCortex
LimbicSystem• Physical
Coordina/on
• Emo/on
• Mo/va/on
• Reasoning
• Organizing,priori/zinginforma/on
• ControlofImpulses
Notfullymatureun.lage25!
TeenBrainDevelopment
Phenomenon#1
MaturingofbrainasGreyMaOerislost
AdolescentPruningOfBrainCellsThebrainselec9velystrengthensorprunesneuronsbasedonac9vity.Synapsescon9nuallyusedwillflourish;thosethatarenotusedwillwitheraway.
TeenBrainDevelopment
Phenomenon#2
TeenBrainDevelopment
Phenomenon#3
Mylena/on(increaseinWhiteMaTer)
Speedsthebrain’s
informa9on‐processingcapacity
equivalentto3,000X
increaseincomputerbandwidth
TheTeenBrain:UNDERCONSTRUCTION
Aframework,notanemptystructurewai/ngtobefilled
EFLteachingimplica/ons
Phaseddevelopmentofcogni/vefunc/ons:EFLteachingimplica/ons
UseteencravingforNOVELTYandEXCITEMENTtogettheirATTENTION.
video,music,movement,news,games,anecdotes
worksheets,lectures,objec9vetexts
+
‐
Phaseddevelopmentofcogni/vefunc/ons:EFLteachingimplica/ons
Breaklarge,long‐termassignmentsdownintoshort‐termobjec9ves
Remindthemofconcepts,objec9vesanddeadlinesfrequently.
Phaseddevelopmentofcogni/vefunc/ons:EFLteachingimplica/ons
Useshortformats.Teenscanonlyfocusonsomeonetalkingfor15minutesata9metheyneedachangeinstateofmindevery20minutes.
Phaseddevelopmentofcogni/vefunc/ons:EFLteachingimplica/ons
Foryoung(13–16)teens,don’tmaketopicstooabstract
Phaseddevelopmentofcogni/vefunc/ons:EFLteachingimplica/ons
TheteenageBrainNEEDStoCONNECT.
INTEGRATETHISintoCommunica/veTaskWork
Pruningofneuronsmaintainingonlymost‐usedconnec/ons:EFLTeachingImplica/ons
Aimforrelevanceandusefulnesstotheirlives
Pruningofneuronsmaintainingonlymost‐usedconnec/ons:EFLTeachingImplica/ons
Repe99onwithvaria9on.Getthemtonotjustreadavocabularyitem,butalso…
useitinasentenceuseitinastory
seeaphotoofit
playagamebasedonit
hearitinasongunjumbleit hearitspokenbyafamousactor
Vastlyincreasedprocessingbandwidth:EFLTeachingImplica/ons
Exposureinputintake
Vastlyincreasedprocessingbandwidth:EFLTeachingImplica/ons
Providedatacapableofbeingprocessedintoknowledgewhileavoidingboredomfilter(lexical/communica.veratherthangramma.calapproach)
Vastlyincreasedprocessingbandwidth:EFLTeachingImplica/ons
ProvideANALYTICALCHALLENGESthats9mulatehigher‐orderthinking:askHowWhatWhy
Don’tforget:maleandfemaleadolescentsmatureatdifferentrates
Greycellpruningstartsatage10–12
Greycellpruningstartsatage14–16
Boysandgirlsmaybereadytoabsorbchallengingmaterialatdifferentstages.
…alsodon’tforget:theaverageteenisSLEEP DEPRIVED
Physiologically,teensrequire9.25hoursof
sleep.Mostteens
reportsleeping5hoursorlessper24‐hourperiod.
Sleepdepriva9on
makesitmoredifficultformost
studentstolearn,remember
andthinkcrea/vely.
WHATABOUTEFLPEDAGOGY?
Whathavewelearnedthesepast20years?
MOSTofthesematchupwithrecommendedBrainLearningtechniquesforengagingteensandyoungadults
NEWEFLApproaches
Oneofthethingstheyreallyenjoy,evenseemaddictedto,isVIDEOGAMES.Why?
Whatelsedoweknowaboutteens?
Whatcanwelearn(andadopt)fromVideoGames?
• Failureispartofthegame• Tryandtryagainwithouts9gma• Repe99onbreedscompetence• Posi9vereinforcementallthe,me• Posi9vevs.nega9vestress• Leveldesign:progresstonextlevelisalwaysachallenge,butachievable
• Progress=statusenhancement• Social(mul9playergaming;leaderboards;in‐gamechat;challenge‐a‐friend)
Whereitallcomestogetherforteens:
MOTIVATION
UnderstandingLearnerMo9va9on
• The“neglectedheart”ofourunderstandingofhowtodesigninstruc9on.
• Par9cularlyanissueforteens,dueto:
ZZZZZZZ
LearnerMo9va9onForTeens
Exploitlearners’naturalcuriositytoexploretheworld,whichisatitsmostpowerfulduringteenageandyoungadultyears
LearnerMo9va9onForTeens
Maketheinputmaterialrelevanttothem.Dotheybelievethatwhattheyarelearningwillbeusefultothemsoon?
LearnerMo9va9onforTeens
“Thesimplestwaytoensurethatpeoplevaluewhattheyaredoingistomaximisetheirfreechoiceandautonomy” ‐Good&Brophy,2004
LearnerMo9va9onforTeensThreestrategies*toencourageposi9ve
self‐evalua9on:
Promote/Reward
Effortratherthan
Ability
Provide
Mo/va/onalFeedback
IncreaseMo9va9on
viaRewards,notGrades
*Dornyei,2001
Awordabouttechnology…
ClassTimeIsPreciousTime:TechnologyCanOp/mizeIt• Exposure/inputandrepe99on:outsidetheclassroomasmuchaspossible.
• Usepreciousclass9mefor:• discussion• interac/on• groupwork• tasksrequiringteachersupervision
• face‐to‐faceintelligenterrorcorrec/on
Introducing • Designedspecificallyforboos9ngexposuretoEnglishoutsidetheclassroom
• Designedspecificallyfor13–25agegroup• ContentunitsbasedonclipsfromHollywood
movies,hitTVseries,chart‐toppingmusicvideos,globalnewschannels,anddocumentaries.
• Vocabulary&grammaronlylearnedcontextually,andreinforcedwithonlineprac9cegames
• Strong“Community”communica9onsfocus• Notests,noassessment:justpointsawarded
forac9vity&effort(allskilllevelshaveequalfoo9ngintermsofprogressingupladder)
• CurrentlyinglobalBetaTes9ngwith6,000users;tolaunchinNovemberincludingwithPolish‐languageinterface.
• Notane‐learning“course.”Complementaryto,notincompe99onwith,classroominstruc9on.
VideoBoosters:video‐basedcontentunitsIntegra9ngmovie/tv/musicclipswithcomprehension,vocabularyandgrammarexercises
Prac/ceGames:vocabularyandusageconceptsseeninthecontentunitsarerepeatedacrossseveralgameplaysforlong‐termreten9on.
PhotoVocabs:thema9cvisualmini‐dic9onariesintegra9ngvocabulary,pronuncia9on,andprac9cegames
TheWeballowslearnerstogobeyondlearning:tocreate
#efl#esl#elt#edtech#iatefl#tesol
SomeEd‐TechGurus
Afinalpointaboutteensandlanguage
Languageispartofone’siden/tyandisusedtoconveythisiden9tytoothers.
Teens’iden9tyisinfull‐swingevolu9on,sobothL1sophis9ca9onandL2learninghaveasignificantimpactonthesocialbeingofthelearner.
*Thanasoulas,2007
IfwecanintegrateEnglishintoteens’ideaofself,weturbo‐chargetheirlearning,reten9on,andenjoymentoftheprocess.
*Thanasoulas,2007
UnlockingLearnerMo/va/onInTheAgeOfTheDigitalNa/ve
TwiTer: @paulmaglione @englishaTack
Web: www.english‐aTack.comBlog: hTp://blog.english‐aTack.com
E‐mail: paul.maglione@english‐aTack.comLinkedIn: PaulMaglione