msesl.files. web viewgenerally lower energy levels; most adult learners attend classes at the end of...

British Council Riyadh Center no. SA102

CELTA Trainer-in-Training Pulkit Vasudha

HO1: Differences between adult and young learners (Trainer’s copy)

DIFFERENCES ADULT LEARNERS YOUNG LEARNERS IMPLICATIONS for teaching YLs

Attention spanCan focus for longer stretches; attention

is affected by extrinsic factors such as professional and personal commitments

Shorter attention spans; get bored quickly; few professional or personal

commitments

YLs need a lot of variety; plan short, snappy, engaging activities.

Experience

Can draw on a vast resource of experiences that come with age; set learning styles associated with prior

educational experience

Limited experience in a narrower context; can’t discuss abstract topics; no

set expectations from teacher

Lessons and tasks to be contextualized; topics should be age-appropriate.

Energy levelsGenerally lower energy levels; most

adult learners attend classes at the end of a full working day

Higher energy levels; enjoy high and medium-intensity movement

Alternate ‘stirrer’ (kinesthetic, high energy) activities with ‘settlers’

(engaging, low energy).

Social skills Attuned to the unwritten rules of social interaction and communication

Little or no understanding of social relationships; still developing verbal and

non-verbal communication skills

Activities should encourage development of social skills, team-building, and collaborative work.

Motivation

Higher intrinsic motivation; participation is usually voluntary;

learners want to get their money’s worth

Extrinsic motivation (parental pressure); little desire to communicate in an

unfamiliar language

Lessons should be age and level-appropriate, engaging, and interesting

for YLs.

Creativity Adult perception is boxed within social constructs; hinders creativity

Greater sense of freedom, fewer inhibitions, more open to creative

thinking and processes

Use arts and craft, music, drama, project work to unleash creativity.

Cognitive abilityCognitively developed (hopefully);

familiar with first language systems and able to apply this to L2

Still developing physically, socially, emotionally, cognitively; YLs are

‘products in process’ (Smith 1995)

Little or no use of metalanguage in teaching; reduced focus on the

theoretical and abstract.

Attitude to error Higher focus on accuracy; feel embarrassed if they make errors

Less inhibited; longer recovery process if they are embarrassed or feel

downhearted

Create a safe learning environment where learners are not afraid of taking

risks and making mistakes.



HO1: Differences between adult and young learners (Trainees’ copy)

DIFFERENCES ADULT LEARNERS YOUNG LEARNERS IMPLICATIONS for teaching YLs

Can focus for longer stretches; attention is affected by extrinsic factors such as

professional and personal commitments

Shorter attention spans; get bored quickly; few professional or personal

commitments

Can draw on a vast resource of experiences that come with age; set learning styles associated with prior

educational experience

Limited experience in a narrower context; can’t discuss abstract topics; no

set expectations from teacher

Generally lower energy levels; most adult learners attend classes at the end

of a full working day

Higher energy levels; enjoy high and medium-intensity movement

Attuned to the unwritten rules of social interaction and communication

Little or no understanding of social relationships; still developing verbal and

non-verbal communication skills

Higher intrinsic motivation; participation is usually voluntary;

learners want to get their money’s worth

Extrinsic motivation (parental pressure); little desire to communicate in an

unfamiliar language

Adult perception is boxed within social constructs; hinders creativity

Greater sense of freedom, fewer inhibitions, more open to creative

thinking and processes

Cognitively developed (hopefully); familiar with first language systems and

able to apply this to L2

Still developing physically, socially, emotionally, cognitively; YLs are

‘products in process’ (Smith 1995)

Higher focus on accuracy; feel embarrassed if they make errors

Less inhibited; not afraid of experimenting and taking risks; longer recovery process if they are made to

feel downhearted



HO2: Analyzing games

CRITERIA GAME 1 GAME 2 GAME 3 GAME 4

1. Is it fun?

2. Does it encourage communicative use of language?

3. Does it involve ALL the students, i.e. the teacher is only the facilitator?

4. Is it adaptable for different age groups?

5. Is it adaptable for different levels?

6. Is it adaptable for different TL?

7. Does it require minimal preparation for the teacher?

HO3: Games Groups A-D (separate handout)



OLD STUFF



HO2: Negotiating rules

You want to speak.

Everybody is playing / working together.

The teacher is speaking.

In class…

Teacher, Teacher, Teacher!!



HO3: Different Approaches to Teaching YLs

1. Project Work

Children do a series of tasks related to a particular theme and work towards achieving an end product such as creating a collage, magazine, blog etc. This can be used to develop planning, research and presentation skills, intellectual and motor skills, learner independence, teamwork. It is very useful for mixed ability and mixed level classes because each child can make a worthwhile contribution, leading to cognitive, emotional and personal development. This is a body of work with an obvious beginning, middle and end.

2. Story-based Approach

A significant source of language exposure for children. They have a universal appeal and allow for natural and enjoyable repetition of words and phrases. They allow for an exploration of imaginations, an opportunity to introduce new language in context, and a means of introducing the child to other cultures and customs. The language teacher can incorporate a variety of other ‘spinoff’ activities, such as play-acting, games and other language work.

3. Total Physical Response

This approach involves the child as a whole on a visual, auditory and physical level. Many children will not successfully learn language just through completing written exercises and going through a series of rote oral substitution drills. Language has a greater chance of being understood and retained if the children can experience language, not just through their brains, but through the whole body.

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