Download - Teaching English to Adults
![Page 1: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/1.jpg)
Teaching English to Adults
Mobit W. Atmojo
IN-SERVICE TRAINING FOR TEACHER
JAKARTA, JUNE 22, 2014
![Page 2: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/2.jpg)
Who are Adults?
Young Learners Adults
Pre-primary and primary age
After Pre-primary, primary age and Adolescent
Pre and Elementary School students
Refugees, Un-passed Students, Conversation, Private, ESP Student
Language Acquisition Language Learning
Pedagogy (rigid system)
Andragogy A
DO
LESCEN
T
![Page 3: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/3.jpg)
Understanding Learner
• Life Experience, get shared among student
• Motivation, what motivates learner?
• Immediate Goals, immediate goal i.g. For looking for a job, to study, to perform a profession
• Self Concept, both general and spesific concept
![Page 4: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/4.jpg)
How distinguish Adults from Young Learner?
• Adults are self-directed in their learning.
• Adults have reservoirs of experience that serve as resources as they learn.
• Adults are practical, problem-solving-oriented learners.
• Adults want their learning to be immediately applicable to their lives.
• Adults want to know why something needs to be learned.
Florez & Burt (2001)
![Page 5: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/5.jpg)
How do adults acquire language?
• Young learners acquire language unconsciously (LANGUAGE ACQUISITION)
• Adults acquire consciously (LANGUAGE LEARNING)
![Page 6: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/6.jpg)
What Do Adults Need?
• Adults need assesment (a process of determining of learners’ need to develop the curriculum)
• Adult-appropriate content, materials, and activities that speak to their needs and interests and allow them to demonstrate their knowledge and abilities
• Teaching will be effective when they feel responsive to immediate and long-term needs
• Adults are closed to the andragogy rather than pedagogy
![Page 7: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/7.jpg)
Specific Characteristics
Characteristics Suggestions
To need involvement Learner-centered
To want practical information (useful)
Teacher should know what they need.
To bring a wealth of personal experience
Use it to enrich learning material
To have maturity Let them to be themselves
To understand priority Give what they need
Direct of their own learning agenda
Involve them to create learning agenda
![Page 8: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/8.jpg)
Do Adult learn similar to young one?
• What is Correct English?
• What is appropriate English?
1. The relationship of the speakers.
2. The situation in which the communication takes place.
3. The topic of the communication
![Page 9: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/9.jpg)
Determining the approaches
• Adult suit with LEARNER-CENTERED
• It focuses on the
- Background
- Needs
- Expectation of learners to create more effective, authentic and focused language learning environment
![Page 10: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/10.jpg)
What is the strategy?
• An analysis is done to assess learners’ need.
• Curriculum, lessons, and activities are designed to help learners reach the goals targeted.
• Curriculum, lessons and activities may change throughout the length of the course as learners’ strengths, weaknesses and goals are reevaluated
• At the end of the course may evaluate themselves or each other (or both)
![Page 11: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/11.jpg)
How Come a Multilevel Class Emerge?
• Multilevel class means the class in which the students have various english background.
• It emerges due to “there are frequently not enough students at the branch location to support an entire class at any one level” (Hilles:2001)
• Multilevel class couldn’t be avoided in the context of ESL/ EFL
![Page 12: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/12.jpg)
How to Manage Multilevel Class?
Time Beginner/ Pre Intro 1
Intermediate/ P. Beginner 3
Advanced/ Elementary 2
09.00-09.05 Teacher Directed Teacher Directed Teacher Directed
09.05-09.20 Teacher Directed Desk work Group work
09.20-09.35 Desk work Group work Teacher Directed
09.35-09.50 Group work Teacher Directed Desk work
09.50-10.00 Teacher directed Teacher directed Teacher Directed
Classroom Management Plan for a Multilevel Class
![Page 13: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/13.jpg)
BACKGROUND
1. English as international language needed by some profession
2. ESP Class focuses on both the structure and lexis needed for particular field as well as type of activities that students expected to perform learners’ profession
1. Example of ESP Teaching
![Page 14: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/14.jpg)
2. Example of ESP Teaching
STRATEGY:
1. Need analisys
2. Determine the activities: speech, reading journal, conducting board meeting
3. Make curriculum: vocabulary, structure, spoken discourse, rethorical pattern, and some future task
![Page 15: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/15.jpg)
APPLICATION (Business students)
1. Students are put into groups
2. They decide which small business would like to start.
3. Students decide what need to do to start the business (how to find funding, where to locate, how to advertise, how to design and decorate)
4. Each group presents and the other can respond the business plan presented.
3. Example of ESP Teaching
![Page 16: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/16.jpg)
Teaching Methods
• Teacher-centered
Lecture, explanation, task & presentation, demonstration,
• Learner-centered
Simulation, role-play, game, discovery learning, experiential learning, facilitation, tutorial, brainstorming, snowballing, case study and problem solving, group discussion, seminar, small group, ice-breaker
![Page 17: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/17.jpg)
Tools of evaluation A few common EVALUATION TOOL include: • Written assignments: compositions, reports, narratives, etc.
• Skills checklists: Lists of skills in which the learners indicate the particular skills that they want to work on.
• Picture assessments: circle or point to pictures which show the areas of language on which they wish to work.
• Inventories of language use: learners write about the places and situations where they have trouble with using English.
• Questionnaires
• Sentence starters: students are provided with short prompts, which allow them to write sentences indicating the topics that they wish to work on.
• Interviews: These can be done teacher-student, student-student, or among the whole class as a group discussion.
• Informal Observations
![Page 18: Teaching English to Adults](https://reader034.vdocument.in/reader034/viewer/2022042501/55a648d41a28ab392e8b4882/html5/thumbnails/18.jpg)
REFERENCES
• Celca Murcia, M. 2001. Teaching English as a Second or Foreign Language, United Stated: Thomson Learning
• Norland, Deborah L. 2006. A Kaleidoscope of Models and Strategies for Teaching English to Speakers of Other Language. London: Teacher Idea Press