Because English language teaching and learning takes place around the globe, there can be many different learning/teaching contexts.
one-to-one lessons/lessons in groups
monolingual/multilingual groups
closed/open groups
full-time/part-time courses
learners with little or no previous formal education
mixed/similar ability groups
mixed/same gender groups
large/smaller classes
day/evening classes
teachers with English-speaking/non-English-speaking backgrounds
Notes on the groups
Monolingual The students all speak the same first language, e.g. the students all speak Spanish.
Multilingual The students all speak different first languages.
Closed The students usually all come from the same institution and no other learners join their group. For example, a group of Japanese college students all go to an English-speaking country or businessmen from one country study in the same group.
And we could consider other variables such as jobs, interests, reasons for learning English, and so on.
It is a good idea to find out about these factors before you teach your first class, as it will have an effect on your planning.
Task 1
1. In what context will you be doing the CELTA course?
2. Do you know what context you will be teaching in after you finish the course?
1. x
2. x
Teaching adult learners is generally very different from teaching younger learners. Our approach will need to take into account the characteristics of adult learners.
Task 2
Think about why you decided to teach adults.
Think about what you, as and adult, bring to this learning situation.
Look at your answers to questions 1 and 2. and use these ideas to help you write down what characterizes adult learners.
1. x
2. x
3. Adult learners often bring:
reasons for learning
specific goals
expectations
successful and unsuccessful past learning experiences
rich life experiences
attitudes to learning, the culture of the language
ideas about the role of the teacher and learner
certain aptitudes
developed literacy and thinking skills
personal characteristics
self- discipline
values and beliefs
an ability to reflect on their learning
learning styles
varying levels of confidence and self-esteem
different levels of motivation
anxieties
status or 'face'
When adult students arrive in a school or college, they are usually given a placement test and then grouped roughly according to their language level. In order to teach them successfully, you need to find out about them as people and learners.
Task 3
What would you want to find out about a group of learners that you had to teach so that you could plan your lessons?
How would you find out?
1. You usually find out about:
their job or studies
their language learning experience up till now
how long
how often
what language learning activities they are used to doing
the level of books they used or the level of the class they studied in, if any
how much they enjoyed learning English
the reasons they are learning English
any specific goals
particular language or skills that they need (see Unit 3 on Skills)
the length of time they are going to stay in the school/college
what they expect of their course
what makes them comfortable when learning
their interests and hobbies
2. You can find out about learners by:
looking at any interview notes made during placement tests, if they were interviewed
having personal interviews in the first few days
giving the learners a questionnaire
asking the learners to interview each other and then write up the information in a poster
asking the learners to write about themselves in a letter of introduction to you or a brief autobiography
talking to their previous teachers if they are just moving into your class
looking at any records kept on them in the school/college (If you go to a school/college where no records are kept, start keeping records like the profiles above and suggest that the school/college does so, if you can.)
You can use the points in the previous tasks to write the questions for your interview or questionnaire, or to give learners a framework for what to write about.
Learners are sometimes learning a language for personal reasons or, very occasionally, out of interest or for self-growth. However, most learners are learning a language as a means to other ends. As a teacher you need to help learners move towards their goals.
Extrinsic motivation is motivation from factors outside the classroom, such as the reasons for learning English.
Learners often learn English:
to gain access to employment
to be able to study and research in English
to be able to pass public exams in an English-speaking country
to be able to live in an English-speaking country
to socialise with neighbours
for career, status and job prospects
to involve themselves in their children's schooling
to be able to understand English films, TV and songs
to find out more about the people and culture of English-speaking people
to be able to read English literature
because of pressure from family
to gain citizenship
Adapted from Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP pp.22-23
Task 4
If you were teaching a group of learners, each of whom had different motivations for learning English, which learners would be the most challenging in terms of motivation?
The challenge comes when learners:
are unsure of their goals
have been told by parents or employers that they have to do the course
have to do the course because the next course or their job demands it, and they have no interest in the language or the culture
What seems to be critical in motivation is the strength of the motivation.
The qualities and skills of a good language teacher
Learners expect to find in their teachers someone with whom they can work comfortably and someone with the skill to enable them to achieve their goals.
Task 5
Look at the list of qualities and skill that a teacher might have. Which do you think learners most often rate in the top five?
This will vary from class to class. Learners filling in feedback forms or questionnaires often say they like teachers who:
has a sense of humour
has a calm presence
builds rapport
is approachable
knows how to listen well to students
trusts learners
is patient
respects individuality
gives clear information and feedback
knows about language and learning
inspires confidence
is sensitive to learners as people
paces lessons to match the learners
is methodical and well-organised
plans well
can be authoritative without being distant
is always learning and developing
is enthusiastic and inspires enthusiasm
is friendly
is honest
empathises with the learners
does not complicate things unnecessarily
is sensitive to the culture and backgrounds of the lear
are friendly and kind
have a good sense of humour
explain clearly
have patience
know their subject
Adapted from Scrivener, J. (1994). Learning teaching Macmillan/Heinemann pp. 7-8