Prior to this course I viewed teaching adults differently than teaching children. I
recognized that there are differences between these two groups, and instruction should
reflect that. I did not, however, realize how different adults and children are in relation to
their needs for learning ESL, or their access to it in their daily lives. This class has
brought their distinct differences in language learning to my attention. Lightbrown and
Spada (2013) neatly identify learner characteristics on page 37. We completed Table 2.1,
and because of that exercise I have a great summary in my mind of some of the major
differences between children and adults.
A Learner-Centered Approach
If communicative competence is the goal of the English class, then I would definitely
make the class totally learner-centered. Adults have specific goals for learning ESL, and
the ESL instructor will tap into the adults’ motivation best when their needs are at the
forefront of the learning event. Parrish (2004) says it best:
Most adult immigrant learners have precious little time to attend ESL classes and
practice outside of the classroom. That is why is it paramount that adult ESL
instruction be highly customized, accessible, and learner-centered, giving learners
an optimal setting for acquiring the language skills they need to function in their
communities. (p. 7)
Having had the chance to teach adult immigrant learners, I can attest to the truth of this
statement. Adults are flooded with a variety of roles and responsibilities. If they are
carving the time out of their busy days to attend an English class, then it should be well
worth it for them.
We have said time and time again that we need to listen to our students’ needs. This
class has given me tools to best be able to do that. Initially, I wondered, “How do you
inquire the needs of students who have very low English proficiency?” Parrish (2004)
answers this on page 167. She explains that students can express their needs by a simple
picture or diagram.
Using A Holistic Approach to Guide Instruction
I strongly believe that holistic approaches to language will be best for students who are
trying to achieve communicative competence. Holistic approaches provide students with
ways to learn all aspects of language including: reading, writing, listening, speaking,
grammar, and pronunciation.
Adding to the need to use a holistic approach to instruction, in my research paper, I
learned about a study done on ESL students that sought to understand their perceived
problems with pronunciation. More than half of the students interviewed said that their
pronunciation negatively impacted communication. In Parrish (2004), parts of
pronunciation, segmentals and supersegmentals, impact communication. This is
something that is difficult to pick up just up the street, so taking opportunities in class to
help students recognize stress, rhythm, and intonation can be useful for their
communication.
Using Communicative Language Teaching to Guide Instruction
I appreciate what I learned about Communicative Language Teaching. This approach
sees the value in teaching language within a context. I think this is beneficial since adults
are faced with learning and interacting within a specific context. Depending on the
context, the students will learn how to address and respond to people in a variety of
settings. Teaching students words and phrases to memorize and use in specific situations
does not represent the fluid nature of communication. The CLT approach will influence
my future practice of teaching ESL to adults.
I also learned so much about the different types of assessments that are available. In
addition to what is available, I learned about the importance of providing daily
assessments as a way to measure objectives and learner progress.