CHAPTER II
DISSCUSSION
- BACKGROUND
Many
adult English language learners place a high value on learning grammar (Ikpia,
2003). Perceiving a link
between grammatical accuracy and effective communication, they associate excellent
grammar with opportunities for employment and promotion, the attainment of
educational goals, and Social acceptance by native speakers. Reflecting the
disagreement that was once common in the second language acquisition research,
teachers of adult English language learners vary in
their views on how, to what extent, and even whether to teach grammar. Indeed,
in popular communicative and task based approaches to teach; the second
language is viewed primarily as “a tool for communicating rather than as an
object to be analyzed” (Ellis, 2008, p. 1). Nonetheless, most research now supports some
attention to grammar within a meaningful, interactive instructional context.
This brief begins with a brief history of grammar instruction in the United
States, including the shift from explicit to implicit approaches.
Although
many of the “rules” for teaching children can apply in some ways to teaching
adults, the latter age group poses some different, special considerations for
the classroom teacher. Adults have superior cognitive abilities that can render
them more successful in certain classroom endeavors. Their need for sensory
input can rely a little more on their imaginations (“imagine’ smelling a rose
vs. actually smelling a rose). Their level of shyness can be equal to or
greater than that of children, but adults usually have acquired a
self-confidence not found in children, and because of adults’ cognitive
abilities, they can at least occasionally deal with language that isn’t
embedded in a “here and now” context.
Teaching adults English
as a second language (ESL) is challenging. However, because the adults already
understand concepts, we are teaching them the English terms for things they
already know. Most ESL teachers have "Teachers of English to Speakers of
Other Languages" (TESOL) certification. While most professionals who teach
Adult ESL have degrees in the subject, it is not always imperative. Many
volunteers offer to work with non-native English speakers and meet with their
students on a regular basis. Establishing a basic routine, practicing it and
then adding something new is one way to handle a tutoring session.
- THE DEFINITION OF TEACHING ADULTS
1. Teaching
According to the Oxford Advanced Learner’s Dictionary,
teaching is the work of a teacher, the ideas of a particular person or group,
especially about politics, religion or society, that are taught to the other
people
2. Adults
The meaning of adults by
the Oxford Advanced Learner’s Dictionary is a fully person who is legally
responsible for their actions, a fully grown or developed , behaving in an
intelligent and responsible way; typical of what is expected of an adult,
intended for adults only, because it is about sex or contains violence.
- THE CHARACTERISTICS OF ADULTS
So as you consider the five
variables that apply to children, keep in mind some specific suggestions and
caveats.
1. Adults
are more able to handle abstract rules and concepts. But beware! As you know,
too much abstract generalization about usage and not enough real-life language
use can be deadly for adults, too.
2. Adults
have longer attention spans for material that may not be intrinsically
interesting to them. But again, the rule of keeping your activities short and
sweet applies also to adult-age teaching.
3. Sensory
input need not always be quite as varied with adults, but one of the secrets of
lively adults classes in their appeal to multiple senses.
4. Adults
often bring a modicum of general self-confidence (global self-esteem) into a
classroom; the fragility of egos may therefore not be quite as critical as
those of children. Yet we should never underestimate the emotional factors that
may be attendant to adult second language learning.
5. Adults,
with their more developed abstract thinking ability, are better able to
understand a context-reduced segment of language. Authentically and
meaningfulness are of course still highly important, but in adult language
teaching, a teacher can take temporary digressions to dissect and examine
isolated linguistic properties, as long as students are returned to the
original context.
D.
HOW TO MANAGE ADULTS
Some
implications for general classroom management can be drawn from what we know
about differences between children and adults. Some management “do’s” and “don’ts”:
1. Do
remember that even though adults cannot express complex thinking in the new
language, they are nevertheless intelligent adults with mature cognition and
adult emotions. Show respect for the deeper thoughts and feelings that may be
“trapped” for the moment by a low proficiency level.
2. Don’t
treat adults in your class like children by
a. Calling
them “kids”
b. Using
“caretaker” talk (the way parents talk to children)
c. Talking
down to them.
3. Do
give your students as many opportunities as possible to make choices
(cooperative learning) about what they will do in and out of the classroom.
That way, they can more effectively make an investment in their own learning
process.
4. Don’t
discipline adults in the same was as children. If discipline problems occur
(disrespect, laughing, disrupting class, etc.). First assume that your students
are adults who can be reasoned with like adults.
E.
THE
PRINCIPLES IN TEACHING ADULTS
Principle
1: Make Sure Your Adults Students Understand “Why”
Most
adults’ students are in your classroom, because they want to be. Some of them
are there because they have Continuing Education requirements to keep a
certificate current, but most are there because they’ve chosen to learn
something new. This principle is not about why your classroom, but about why
each thing you teach them is an important part of the learning.
For the example is pickle-making lesson.
When I learned to make pickles, the
teacher explained:
1. It
is important to soak the cucumbers in ice water over night. This helps make the
pickles crisp.
2. If
you put a towel under the jars in the canner, they won’t bounce against each
other and break.
3. When
sterilizing the jars, it’s important to fill each at least halfway with water,
and fill the canner they’re sitting in with water. Too little water and towel
mentioned in the previous bullet will catch on fire. You know this information
comes from experience.
Principle
2: Respect that your Students Have Different Learning Styles
There are three general learning styles:
visual, auditory, and kinesthetic.
1.
Visual
learners rely on pictures. They love graphs,
diagrams, and illustrations. “Show me,” is their motto. They often sit in the
front of the classroom to avoid visual obstructions and watch you, the teacher.
They want to know that the subject looks like. You can best communicate with
them by providing handouts, writing on the white board, and using phrases like,
“Do you see how this works?”
2.
Auditory.
Learners listen carefully to all sounds
associated with the learning. “Tell me, is their motto. They will pay close
attention to the sound of your voice and all of its subtle messages, and they
will actively participate in discussions. You can best communicate with them by
speaking clearly, asking questions, and using phrases like, “How does that
sound to you?”
3.
Kinesthetic.
Learners need to physically do something to understand it. Their motto is “Let
me do it.” They trust their feelings and emotions about what they’re learning
and
How you’re teaching it. They want to
actually touch what they’re learning. They are the ones who will get up and
help you with role playing. You can best communicate with them by involving
volunteers, allowing them to practice what they’re learning, and using phrases
like, “How do you feel about that?”
Pickle
example:
I’m generally a kinesthetic learner.
Marylin talked to me about her pickling process, explaining why she uses the
ingredients she does, and showed me how she dips a liquid measuring cup into
the hot brine and pours it into the jar using a wide-mouthed funnel, but my
greatest learning came when I fumbled through the second jar all by myself.
Most
people use all three styles while they’re learning, and of course, this is
logical since we all have five senses, barring any disabilities, but one style
almost always is preferred.
The big question is, “How do you, as a
teacher, know which student has which learning style?” without training in
neuro-linguistics, it might be difficult, but conducting a short learning style
assessment at the beginning of your class would benefit you and the students.
This information is as valuable to the students as it is to you. There are
several learning style assessments available online, some better than others.
Principle
3: Allow Your Students to Experience what they’re learning
Experience
can take many forms. Any activity that gets your students involved makes the
learning experimental. This includes small group discussions, experiments, role
playing, skits, building something at their table or desk, writing or drawing
something specific-activity of any kind. Activities also keep people energized,
especially activities that involve getting up and moving about. The other
aspect of this principle is honoring the life experiences your students bring
to the classroom. Be sure to tap into that wealth of wisdom whenever it’s
appropriate. You’ll have to be a good timekeeper because people can talk for
hours when asked for personal experiences, but the extra facilitation needed
will be well worth the gems your students have to share. Pickle example: Once
Marylin had shown me how to prepare one jar, she busied herself in the kitchen
doing her own thing, close enough to keep an eye on me and to answer my
questions, but allowing me to the autonomy to go at my own speed. When I made
mistakes, she didn’t interfere unless I asked. She gave me the space and the
time to correct them on my own.
Since the teacher of
adults has a different job from the one who teaches children, if you’re
teaching adults students, it’s important to understand the five principles of
teaching adults. Meanwhile, Malcom
Knowles also states a pioneer in the
study of adult learning observed that adults learn best when:
1. They
understand why something is important to know or do.
2. They
have the freedom to learn in their own way.
3. Learning
is experimental.
4. The
process is positive and encouraging.
F.
TEACH
STUDY SKILLS
While
these students were eager to learn, they complained of not knowing how to
learn. For the example, they said they tried to watch TV or listen to the
radio, but found literally no improvements after some time. Here are some
examples of self-learning strategies, these include:
a. First,
read aloud from a text slowly, preferably repeating after a recording. Reading
aloud slowly forces the learner to pronounce every sound clearly, and thus
develops the flexibility of the speech organs. Reading after a recording helps
the learner to imitate correct pronunciation. Reading the text aloud repeatedly
until they could memorize the text enabled them to develop a sense about the
natural flow of the language and made many language structures handy for use in
speaking or writing.
b. Second,
find materials conforming to the students’ English level. Language input far
beyond the learners’ level (e.g., original movies, TV and radio programs) will
result in no comprehension, and therefore, no persistence by the learner.
Students should make good use of the textbooks used in their ESL courses,
instead of throwing them away after finishing the course. In addition, they can
find abundant ESL resources of various levels in the public library.
c. Third,
keep an English diary, which is persistent, economical way of practicing in
English. Therefore, writing much faster and more naturally than the other
classmate who seldom wrote. Students seemed to be fascinated by these study
strategies, which they said they would like to try themselves and even to their
children.
