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Teaching English to Senior Citizens: Fuss or Fun? The EFL

teacher as a course developer and a reflective practitioner

Elli Katachana, MLitt in ELT, University of St. AndrewsE-mail: katachana@yahoo.com

Introduction

Teaching English as a foreign language to adult learners, such

as senior citizens, could “problematize” (Graves, 1996, p.5) EFL

teachers since the learners’ main interest in the language is cultural

knowledge and communication competence rather than typical B2

exam preparation.

The current project focuses on developing a course responding

to a senior citizen beginner class’ needs by employing two widely

used L2 research methods: needs analysis (Long, 2005) and action

research (Wallace, 1998) with a view to:

Familiarising EFL teachers with current ESL research

methodology

Demonstrating how the implementation of scientific knowledge

in their daily practice could improve their teaching effectiveness

Developing an effective course for versatile learner groups

Results: 1. The case study

× Not linear

On going process

Related to goals

and objectives.

• Becoming acquainted with

the reality and needs of this

particular class.

3rd part of the questionnaire:

1. Affective factors: very important for the students’

psychology and motivation

1. Strong will for learning

2. Teacher-centred lesson (class organisation and decision making)

2. Designing a beginner course for senior citizens

The materials ►General guidelines (Tomilson, 2011)

Set the framework ►Interpreting the data

3. Course effectiveness

Conclusion

The focus of the course ►Communication and useful vocabulary

Action research (AR) helps the teacher monitor and evaluate

course effectiveness at the end of each circle and decide on

further action accordingly.

The Methods

Needs Analysis (NA)Getting to know

the learners

Diagnostic

Tools

•What is my learners’ prior

language knowledge?

•What are my learners’

goals and motivation? •What are my learners’

interests?

•Class interview

•Questionnaires

•Use of teacher

knowledge,

experience and the

existing literatureCourse Development

Table 1: Information provided by external factors

Givens

Level Age Number Other information

Beginners Senior

Citizens

5-7 (?) _

The primary goal of the teacher:

Identify the context in which teaching and learning takes place.

1. General information: do not correspond to classroom reality.

2. NA: detailed information with respect to the learners’

background, interests, views and goals.

Table 2: Data collected from the questionnaire

1st part : Getting to know the learners

Previous

knowledge

Age Number Education

0-4 years 59-75 13 Secondary-University

2nd part: Learners’ motivation: I’d like to learn English…

because I like the

English language

as a hobby in

my free time

to travel

abroad

for family reasons

2/13 4/13 10/13 4/13

• Prime reason for learning English: will determine syllabus and focus

• The data collected from the questionnaires: different from the initial

4,00

3,20

3,803,33

4,50 4,544,00 3,88

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00

a b c d e f g h

learners' topic preferences

Course focus and objectives:

1. Everyday communication

2. Travel related language

Step 1

Step 2 •Semi-structured

•Note taking/recording

•Identifying the learners’ interests

•Asking about their opinion and views

Setting a framework

Syllabus development

Focus of the course

Materials development

1

2

3

4

1. Travelling/entertainment

2. Talking about myself and

others/ environment

3. Culture-art / my town-directions

4. Descriptions/occupations and

hobbies

The learners: interested in all topics in various degrees.

Module development: according to preferences.

Chain of actions:

• In-depth content

analysis for each

topic.

Syllabus development ►Prioritising, combining information &

the use of teacher knowledge

Analyse each topic linguistically

Vocabulary-

expressions

Grammaticalstructures

Consider interests, scope,

sequence

Decide aboutthe length ofeach topic

Combine topics when, if

necessary

Develop tasks

Allow time for recycling, testing

and evaluation

Course duration and topic time

allocation

(Figure 1)

(Figure 2)

Supplementary

poster 1c

Communicative tasks, (role play, problem solving)

Grammar, spelling and writing: supplementary to the language

discussed in class.

Speaking

• Context-based expressions

• Topic-related vocabulary

• Communicative speaking tasks

Affective factors

• Build confidence and give praise

• Ask for feedback

• Avoid thorough error correction

Recycling

• Regular revisions

• Summative/ progress tests

• Speaking and writing tasks

Materials development according to learners’ needs

Need identification Linguistic problem ? Introductions, shopping

Linguistic analysis Language needed? Vocabulary, expressions

grammar

Contextual realisation Context used? Pictures, diagrams

Pedagogical

realisation

Learners’ context interaction? Instructions, task-types

Physical production Resources availability? Hand-made, multimedia

Use of materials Classroom introduction? Pre/post task, revision,

additional information

Evaluation Did the materials work? Learners’ , teacher’s input

*(Indicative materials : Portfolio)

Action research

Journal entries,

literature

comments,

problems

Tests, discussion,

learner self-evaluation,

Teacher intervention

NA and AR can empower EFL teachers to:

Act as independent researchers providing them with in-depth

context analysis.

Become flexible and alter the procedures according to class stake

level.

Use critical thinking, be creative and make informed decisions

concerning the syllabus and content of the course.

Overcome the lack of field knowledge, experience and existing

materials.

Reflect on their practice and raise their teaching effectiveness.

Promote student centredness, maintain class motivation and

learning outcome at a high level.

Case study:

• Topic rearrangement

• Introduced in gradual

linguistic complexity

• Teacher’s own beliefs

Raise course effectiveness

Supplementary

poster 1a

Supplementary

poster 1b

Supplementary

poster 1d

Action research: monitor, receive feedback, intervene, raise course

effectiveness

Such actions could include:

Journal entries

Class discussions

Use of literature

Surveys/ Questionnaires

Summative/ progress tests

Graves, K. (1996). Teachers as course developers. N.Y: Cambridge

University Press

Long, H. (2005). Second language needs analysis. Cambridge:

Cambridge University Press

Marsland, B. (1998). Lessons from nothing: Activities for language

teaching with limited time and resources. Cambridge: Cambridge

University Press

Nation, I.S.P. (2001). Learning vocabulary in another language.

Cambridge: Cambridge University Press

Nunan, D. (2004). Task-based language teaching: A comprehensively

revised edition of designing tasks for the communicative

classroom. Cambridge: Cambridge University Press

Taggart, C. & Wines, J.A. (2008). My grammar and I

(or should that be me): Old-school ways to sharpen your English.

London: Michael O’Mara Books

Thompson, G. (2004). Introducing functional grammar. UK : Hachette

Livre

Tomilson, B. (2011). Materials development in language teaching.

Cambridge: Cambridge University Press

Wallace, M. (1998). Action research for teachers. Cambridge:

Cambridge University Press

Williams, M. & Burden, R.L. (1997). Psychology for language teachers.

Cambridge: Cambridge University Press

References

A

B

(Nation, 2001; Nunan, 2004)

(Graves, 1996; Williams & Burden, 1997; Thompson, 2004)

(Marshland, 1998; Taggart & Wines, 2008)

Course effectiveness

Learners’ self and course evaluation

Action Research (AR)

Teacher reflection and knowledge

Circle the following topics on a 1 “not interested” to 5 “very interested” scale

a) Talking about myself and others e) Food, entertainment, shopping

b) Describe myself and others f) Travelling-tourism

c) Talking about my town g) Environment, natural world

d) Jobs, pastimes activities h) Culture and art

•Look into the learners’ interests in more detail

•Constitute the backbone of the syllabus for a low stake level class

• Look into the learners’ interests in more detail

• Form the backbone of the syllabus for a low stake level class

POSTER TEMPLATE BY:

www.PosterPresentations.com

Teaching English to Senior Citizens: Fuss or Fun?

The EFL teacher as a course developer and a reflective practitioner

Elli Katachana, MLitt in ELT, University of St. AndrewsE-mail: katachana@yahoo.com

Supplementary poster

Questionnaire 1a

Statistics 1b

53,85%

23,08%

7,69%

7,69%7,69%

1. Learners' previous language knowledge

0 years

1 year

2 years

3 years

4 years0

2

4

6

8

10

12

14

like the language

hobby travelling family reasons

Total number of students

Students' reasons for attending the class

Topic titles Statistical

Mean (SM)

Standard

Deviation (SD)

Range

a. Talking about myself and others 4,00 1,73 5/13

b. Describing myself and others 3,20 1,89 4/13

c. Talking about my town and giving

directions 3,80 1,73 5/13

d. Jobs, pastimes and other activities 3,33 2,08 3/13

e. Food, entertainment, shopping 4,50 0,89 7/13

f. Travelling, tourism 4,54 0,63 13/13

g. Environment, natural world 4,00 1,00 5/13

h. Culture and art 3,88 1,50 8/13

Topic presentation and content analysis 1c

The course modules , according to the data interpretation and the teacher’s own views ,were presented as follows :

Evaluating the course 1d

Module presentationA) Talking about myself and others

B) Living in town and daily routines

C) Food, entertainment, shopping

D) Travelling, tourism

Note:• Topics g, h not independent

• Developed according to the learners’

interests,incorporated and discussed in

the four prime modules during the

programme.

Content analysis• The first four topics were condensed

and merged into two

• Presented at the beginning of the

course

• Simple language, expressions and

content-based, situational language

• Easier forms to learn and communicate

orally

• Focus on vocabulary, idiomatic

expressions and communication skills

• Topics f, e formed individual and

extensive units, because they

constituted the top two learner choices

• Language complexity: presented later

• Task-based learning & problem

solving, role-play and speaking tasks

Course timeline

1. Starting date: October 2nd

Finishing date: May 30th

2. First week:

introductions, questionnaire, class

discussion3. One-hour lesson twice a week

4. Total of 60hs

Module time allocation

Talking about myself & others

• 6 lessons

• 2 closing

• 1 cultural

• 1 test

• 1 self-evaluation

• 4 revision

Total = 15

Living in town & daily routines

• 4 lessons

• 2 closing

• 2 cultural

• 1 test

• 1 self-evaluation

• 2 revision

Total = 12

Food, entertainment, shopping

• 6 lessons

• 2 closing

• 3 cultural

• 1 test

• 1 self-evaluation

• 3 revision

Total = 16

Travelling, tourism

• 7 lessons

• 2 closing

• 3 cultural

• 1 test

• 1 self-evaluation

• 3 revision

Total = 17

Course design and syllabus presentation

A. Weekly Journals

1. Computer entries/ handwritten

2. After class: easy to remember details

3. Divide into three parts (critical description, identify

problems, suggest solutions)

4. Evaluate each lesson

• Rectify, modify

• Replan, intervene

• Prepare for next lesson

B. Learners’ self and course evaluation

Questionnaires in

the language

learners can

understand best

Involve the learners’

in the learning

process

Monitor, evaluate

the effectiveness

of the modules

Corrective actions

Design the overview

lessons according to

needs

Prepare next

module presentation

• 2/3 of the class are true

beginners

• The course should focus on

them

• More than one reasons

for learning English

• Combined interests

taken into account for

course design

• The statistic analysis verifies the learners’ interests

• SD reveals the divergence of preferences for each topic

• The number of respondents in each question should be

considered

C. Learners’ evaluation results

Questions SM SD

A 3,15 0,90

B 2,77 0,83

C 3,85 0,90

D 3,15 0,80

E 3,62 0,77

F 3,69 0,75

G 3,62 0,77

Questions SM SD

A 3,33 0,98

B 2,77 0,93

C 3,15 0,99

D 2,75 0,97

E 3,42 1,00

• Focus on course

objectives

• Develop materials• Interpret data

• Plan revision lessons

Questionnaire

Name:……………………………………

Age:…………

Occupation:……………………………

Answer the following questions

1. Have you ever studied English? Yes No

2. If “Yes”, for how many years 1 2 3 4

3. I would like to learn English…

a) because I like the English language b) as a hobby

c) for travelling d) for family reasons

Other……………………………………………………………

The purpose: tap into the learners’ interests, motivation and

reasons for taking the course.

Low-stake level course: the learners’ answers will determine the

syllabus and the focus of the course.

High-stake level course: other factors should be taken into

account (administration, job linguistic demands).