ESL Theory Course - My Thoughts on Key Topics

In the following discussion I have highlighted key topics covered in an ESL theory course.

The principals of adult learning by Stephen Lieb were interesting and are important to consider when planning all aspects of adult ESL programs and classes.

The module on ESL teaching approaches provided information on the goals, roles of the teacher, the teaching/learning process, student-student and student-teacher interactions, views of cultural aspects, language modalities emphasized and the evaluation process for each approach. This information will be helpful to ensure there is a balance between teacher- and learner-centered approaches when planning adult ESL programs and lessons. Each approach to teaching ESL has been effective to some extent for learning English; however, some more others, for developing communicative competence. The effectiveness of a particular teaching approach, I think, is often linked to other factors such as learning style, cultural background, whether the student is intrinsically or extrinsically motivated and the personality of the student to name a few.

Krashen’s notion of an affective filter and how this filter blocks learning when a person experiences high levels of anxiety, attitude, tiredness and/or other emotional responses is information that can be applied to my current and future teaching positions. Adult students taking ESL classes may be working, taking courses, caring for a family, and have other barriers that need to be minimized before learning will occur.

I was surprised at the extent that culture can influence learning styles. This information, along with the comfort level of different cultures in terms of the proximity of the teacher to students in the classroom shows the importance of knowing who the students are to avoid a mismatch between teaching and learning styles.

The needs assessment information will be helpful in finding the students’ levels of language proficiency in order to design lessons that are within their zones of proximal learning. Initial formative assessments will help the teacher plan a comfortable and productive balance between whole-class, small group and individual work.

The information that I have learned from this theory course will be valuable to me when I teach ESL classes in the future. Having this knowledge will assist with determining the content of needs assessments, designing appropriate teaching-learning activities, and creating a comfortable learning environment for all students.

For professional development in the near future, I plan to take the next course in the TCP ESL program (Understanding the Language Skills: An Introduction to Second Language Reading, Writing, Speaking and Listening), and to continue gaining information from ESL on-line sites.

My Views on The Communicative Approach in ESL Classrooms

I can see many advantages of using the communicative teaching approach in the classroom to develop four areas of communicative competence (linguistic, pragmatic, discourse and strategic) as well as fluency. This approach is open to using a wide variety of teaching techniques and activities that make learning meaningful, relevant, and authentic while developing students’ listening, speaking, reading and writing abilities. I will discuss two techniques (information gap activities and task-based learning) and how I feel they can be used to develop communicative competence. First, I’ll provide a brief explanation of the two teaching techniques.

Information-gap activities are planned so one participant in the conversation does not have a piece of information that is needed to complete the task. For example, asking someone for directions or trying to figure out someone’s favourite leisure time activity with only clues. Task-based learning combines meaning-focused and authentic language with real activities. Participants’ attention is on the task at hand instead of on the language they are using to complete the task. An example of a task-based activity is the students reviewing two menus from different restaurants in an attempt to determine which menu they each prefer, whether they like the same food, and how much it would cost for the group to eat out at the chosen restaurant.
Information-gap activities and task-based learning have common aspects that correspond well to principals of adult learning. The learning tasks in each of these teaching techniques can be designed to draw out students’ experience and knowledge, and help them connect the new learning to their existing schema. Both techniques can be planned around topics of interest to the students, and areas they have prior knowledge and/or experience. Task-based learning and information-gap activities are engaging and motivating. Attempting to discover the missing information in information-gap activities engages the learner. Task-based learning is planned around real situations that are meaningful to the student population.

These two techniques include plenty of opportunities that develop discourse and strategic competence and fluency. Dialogue amongst students consists of asking questions and generating answers, thereby using and developing natural speech and strategic competence skills such as paraphrasing, repetition, avoidance of particular words, and modifying a message. Students work with partners or in small groups which is less intimidating than large groups for some students and it increases the amount of time each student speaks.

Both information-gap activities and task-based learning provide opportunity to work on grammar and sentence structure. However, I don’t think an inexperienced ESL teacher would feel confident using task-based if the program required the teacher to follow a grammatical skills continuum. How does a teacher know if the planned task is going to generate dialogue using the targeted grammar?

I’m also concerned about the amount of group work in these two techniques. Students from cultures whom are accustomed to the teacher as an information provider and authoritative figure as well as introverts may feel uncomfortable learning in groups.

I would probably start instruction with a combination of techniques such as PPP, information-gap activities and task-based learning. After I have had an opportunity to get to know the students, and my teaching skills, confidence and experience in teaching adults ESL increased I would likely incorporate more task-based learning.

Thoughts About Assessing Learning Styles

Formative assessments provide valuable information for an instructor before, during and after a course. I think instructors need to prioritize which assessments will provide them with the most useful and reliable information to begin teaching a group of students. Time is often a factor in determining the number and types of assessments. Before beginning a course, I do not feel that assessing for learning styles would be as important as finding participants’ levels of language development and their language needs.

I think being informed about participants’ past learning experiences is very important since cultural factors may influence language learning; however, this could be done informally throughout the course.

For beginning language learners, I question the accuracy of results from a learning styles assessment. Some participants may not have enough language to accurately answer the questions or may not be aware of their own learning styles. This could lead to inaccurate data and mismatching teaching styles with learning styles since some students may have unknowingly filled in inaccurate answers.

Instead of assessing for learning styles, I would discuss the different styles with the students. One way this could be done is to inform students of how the learning styles are linked to the assigned learning activities. This will increase participants’ knowledge of the various learning styles and self-awareness of those they prefer. Knowledge of learning styles and strategies will also enhance participants’ awareness of their own thought and learning processes (metacognition).

Information about the participants’ learning styles could be gathered after lessons. The instructor could ask participants to provide feedback about their learning experiences and compare it to previous lessons. Which did they prefer? Which activities did they find most helpful with their language learning? This formative feedback would assist the instructor when planning subsequent learning strategies and activities.

I feel there will usually be a wide range of learning styles in any group. Including a variety of teaching-learning strategies and activities that meet all learning styles would provide for successful language learning experiences.

Most and Least Appealing Language Learning Methods (ESL-TCP)

Most and Least Appealing Language Learning Methods (ESL-TCP)

The most appealing language learning methods in the ESL-TCP class discussion are the Communicative and Community Language Learning; however, some very valid points for using the Silent Way and Direct Method were made.

Participants were drawn to the Communicative Approach for the following reasons. Its eclectic nature enables the instructor to use authentic materials and activities that appeal to all learning styles. This method includes all four modalities (listening, speaking, reading and writing); adapts materials and learning activities to maximize comprehensible input; plans for interaction among class members; incorporates form-focused and use-focused activities into lessons, and focuses on communicative competence as a goal.

The Community Language Learning Approach appealed to some class members because it involves the adults in determining the syllabus, focuses on authentic language use, and considers the adults’ fears along with strategies to overcome them.

The Silent Way and Direct Method were preferred by some class members because they emphasize teaching authentic language use. The continuous non-threatening evaluation used to determine the learners’ needs was a highlight in the Silent Way.

The Grammar-Translation and Audio-Lingual Methods were the least appealing to most ESL-TCP class participants. Reasons cited for their unappealing nature were rote learning, drills, lack of interaction between class members and the instructor, emphasis on being correct, and the lack of authentic language use.

The Communicative Language Approach appeals to me the most and the Grammar-Translation Method the least for the same reasons mentioned above.

Communicative Competence

Competent language communication for an adult would include sufficient receptive understanding and expressive ability to listen, speak, read and write meaningfully in different situations. For example, if an adult is purchasing groceries s/he would need to understand the cashier’s questions and respond with comprehensible sentences; perhaps using strategic competence tactics such as rewording phrases. Work and leisure environments would include discourse on a wide range of topics and challenge the language learner to employ and integrate knowledge of the different language competencies (grammar, discourse, sociolinguistic and strategic). S/he would become aware of the cultural meaning attached to words and other language elements (such as tone of voice); and have coping strategies to compensate for areas of language deficit in order to adequately communicate his/her needs and wants in a variety of situations.
An adult who has accomplished this level of language development would be competent communicator. The level of competence will gradually increase in all modalities (listening, speaking, reading and writing) as s/he gains more structural knowledge and experiences an increasingly number of opportunities to use the language.

I am a part-time mature student at the University of Winnipeg and a full time elementary teacher in Manitoba. This blog is one requirement for an on-line English as a Second Language theory course. 

The topic of discussion is adults’ preferred ways to learn new skills and knowledge. Learning for me is almost always goal-oriented and for practical purposes; whether it be work related or for leisure.

Specific learning styles vary slightly depending on the task at hand. Most learning for my profession is either through education courses or accessing information from professional publications and on-line subscriptions. When learning new teaching techniques and methods, I prefer to read articles that link the theory with examples of application in a classroom or watch a demonstration of the new strategy being used in a lesson. Retention and transference of new methods and techniques is enhanced through dialogue with colleagues and when they are put into action in a classroom. Success of the new strategy, or lack of, provides feedback and determines if and what needs to be changed. Motivating factors for work-related learning are most often interest, job advancement and/or the need to learn new skills in order to adapt to job changes.

I began learning to play the piano as an adult. Once again I was very goal-oriented and wanted this to be a self-directed endeavour. Most of the early learning began from watching an instructor demonstrate the skill and then I proceeded to practice. The sounds of the music played provide both positive and negative reinforcement. Gradually, I began to take those skills and apply them to other pieces of music and soon I could learn new songs by myself. The better the music sounded the more motivated I became to continue playing and learning new selections.

As an adult, I enjoy learning both for professional and personal growth. However, as we all know, time becomes a huge barrier against pursuing desired learning opportunities when they are competing with a full-time job.