Teaching Adult LearnersIbeu In Service 2014.1

Warm Up: talk to 2 people

What is a challenge you face teaching adults?

Why should we teach adults and kids differently?

How often do we ...1. allow adult learners to assess their own learning and progress2. ask about our students’ interests and needs3. ask adult students about what they have actually learned from a

certain lesson/unit/class4. disregard homework correction because “students don’t do it

anyway”5. establish goals with our adult learners6. explain why we do what we do7. explain why we want them to do things they don’t particularly like8. fail to practice a certain skill because we think it’s too hard for our

students9. fail to promote adult learners’ autonomy10.help our students remain a member of the group if/when they have

to miss classes11.listen to our students and negotiate / act based on what they say12.offer choice13.promote students’ awareness of their learning and progress14.use activities and techniques for younger learners with adult learners15.use our students’ previous experience as language learners to their

advantageRead and Think

Group DiscussionIn groups of 3:

discuss the topic in 4 stations,

suggest 2 solutions for each email your contributions to

marcia.pedrosa@ibeu.org.brYou have 15’

How often do we ...1. allow adult learners to assess their own learning and progress2. ask about our students’ interests and needs3. ask adult students about what they have actually learned from a

certain lesson/unit/class4. disregard homework correction because “students don’t do it

anyway”5. establish goals with our adult learners6. explain why we do what we do7. explain why we want them to do things they don’t particularly like8. fail to practice a certain skill because we think it’s too hard for our

students9. fail to promote adult learners’ autonomy10.help our students remain a member of the group if/when they have

to miss classes11.listen to our students and negotiate / act based on what they say12.offer choice13.promote students’ awareness of their learning and progress14.use activities and techniques for younger learners with adult learners15.use our students’ previous experience as language learners to their

advantageGroup Discussion

How often do we ...1. allow adult learners to assess their own learning and progress2. ask about our students’ interests and needs3. ask adult students about what they have actually learned from a

certain lesson/unit/class4. disregard homework correction because “students don’t do it

anyway”5. establish goals with our adult learners6. explain why we do what we do7. explain why we want them to do things they don’t particularly like8. fail to practice a certain skill because we think it’s too hard for our

students9. fail to promote adult learners’ autonomy10.help our students remain a member of the group if/when they have

to miss classes11.listen to our students and negotiate / act based on what they say12.offer choice13.promote students’ awareness of their learning and progress14.use activities and techniques for younger learners with adult learners15.use our students’ previous experience as language learners to their

advantageHow can we change things?

Quotes – Food for Thought“…success in learning very much depends on

learners having a responsible attitude.”Scharle and Szabó (Learner Autonomy 2012: 4)

  

“Information will be more deeply processed and stored if learners are given an opportunity

to work things out for themselves, rather than simply being given the principle or

rule.” Nunan, D. (Teaching Grammar in Context, 1998: 107)

 

Quotes – Food for Thought“As many language teachers know, setting up

contexts for learners to speak in class is not the same as teaching them to speak in a second language.”

Goh and Burns (Teaching Speaking 2012: 133)

“…if the speaker senses a difficulty, but does nothing about it,

he or she will miss an opportunity to speak and continue in the interaction.”Goh and Burns (Teaching Speaking 2012: 240)

Quotes – Food for Thought “…. learners who are aware of useful strategies for

developing their speaking abilities are also more likely to use these strategies.”

Goh and Burns (Teaching Speaking 2012: 142)

“Collaboration and dialog among peers are incorporated

into various stages of the cycle so that learners not only benefit from working together,

but also get many opportunities to speak.”Goh and Burns (Teaching Speaking 2012: 152)

Quotes – Food for Thought  

“Students who perceive that their language learning needs are not being met, soon cease coming to class”

Rowsell, L. (Adults dropping out? Try Repgrid! 1992: 371)  

“Among many reasons, authentic materials have a positive effect on learner motivation

because they are intrinsically more interesting and motivating than created materials.”

(Richards, 2009: 252)  

Teaching Adult Learners Involves ...

LISTENING

SHARING

AWARENESS

EXPLAININGA SENSE

OFPURPOSE

PROVIDINGFEEDBACK

RESPONSIBILITY

MOTIVATION

GOALSETTING

SPEAKING WRITINGREADING

RECYCLING ENGAGEMENT

PRONUNCIATION

AUTHENTIC

MATERIALS

Wrap Up: talk to 2 other people

What is still a challenge?

What ideas are you willing to put into practice?

Quotes – Food for Thought“…success in learning very much depends on learners having a responsible attitude.”Scharle and Szabó (Learner Autonomy 2012:4) 

As many language teachers know, setting up contexts for learners to speak in class is not the same as teaching them to speak in a second language. (Goh and Burns, Teaching Speaking 2012: 133) 

“…if the speaker senses a difficulty, but does nothing about it, he or she will miss an opportunity to speak and continue in the interaction.”(Goh and Burns, Teaching Speaking 2012: 240) 

Students who perceive that their language learning needs are not being met, soon cease coming to class (Rowsell, L. Adults dropping out? Try Repgrid! p371) 

…. Learners who are aware of useful strategies for developing their speaking abilities are also more likely to use these strategies. (Goh and Burns, Teaching Speaking 2012: 142) 

“Among many reasons, authentic materials have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.” (Richards, 2009: 252) 

Information will be more deeply processed and stored if learners are given an opportunity to work things out for themselves, rather than simply being given the principle or rule. (Nunan, D. Teaching grammar in context, 1998 p.107) 

Collaboration and dialog among peers are incorporated into various stages of the cycle so that learners not only benefit from working together, but also get many opportunities to speak. (Goh and Burns, Teaching Speaking 2012: 152)