teaching Adult

CHAPTER II

DISSCUSSION

1. 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.

                                                                    

2. 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.

3. 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.