This document discusses various topics related to managing language learners in a classroom setting. It covers reasons for learning a language, different contexts for learning, types of institutions that provide language instruction, class sizes, teaching in schools versus companies, real versus virtual learning environments, learner differences by age group including children, adolescents, and adults. It also discusses learning styles, proficiency levels, educational and cultural backgrounds, motivation, and developing learner autonomy.

1. CLASS MANAGEMENTUNIT ILEARNERS

2. REASONS FOR LEARNINGIt is on the curriculum.Target-language communitySpecific purpose (ESP)Business EnglishAcademic purposes (EAP)General English

3. DIFFERENT CONTEXTS FOR LEARNINGAs a foreign language (EFL) for travelingAs a second language (ESL) living in the target communitySpeakers of other languages (ESOL) for international communication, net

4. …schools and language schoolsSchools as part of the curriculum. Equipment and information technology (IT).Private language schools. Better equipped, smaller groups, student’s choice (motivation).

5. …large classes vs one-to-one teachingOne-to-one teaching. Specific needsPairwork and groupwork. Large classesTeacher position

6. …in school and in companySchool policy, syllabus and curriculum decisions by responsible administrators.Expert teachers going to companies. Teacher negotiate class content.

7. …real and virtual learningREAL LEARNING ENVIRONMENTVIRTUAL LEARNING ENVIRONMENT

8. LEARNER DIFFERENCESAgeChildren 2 to 14Very young 2 to 5Young learners 5 to 9Adolescents 12 to 17Young adults 16 to 20

9. CHILDRENChildrenseeing, hearing, touching. pleased to receive teacher’s approval.Short attention spam

10. ADOLESCENTSTeachers fear to lose control of the class if they don’t like the subject, each other, the teacher or personal issues .AdolescentsGreater capacity for abstract thoughtPotential for creative thought Commitment to their interestsSearch for identity and self-esteem

11. ADULTSWider range of experiencesMore disciplinedApply themselves to the task of learningHave a clear understanding of the purpose Motivation to long-term learning goalsMay hamper their progress, nervousnessMay be late and fail homeworkCan be disruptive and exhaustingIf failed, may be prepared for more.May find classrooms daunting placesMay have strong views about teaching methodsPROSCONS

12. WAYS TO TEACH STUDENTSChildren: offer a greater variety of games, songs and puzzles. Changing activities constantly.Adolescents: keep in mind the importance of a student’s place within peers. Special care when correcting or assigning roles within an activity. Choice of topics reflecting their interests.Adults: Focus attention on the topic, prevent problem behavior and respond appropriately if it occurs.

13. LEARNING STYLESThe Neuro-Linguistic Programming model (NLP) influence by visual, auditory or kinesthetic stimuli.Multiple intelligences: mathematical, musical, interpersonal, spatial, emotional, etc. Offer a wide range of different activity types in the lessons in order to provide options for individual differences and needs.

14. LEVELSBeginner: don’t know any English.False beginner: actually knows quite a lot. Activation.Elementary: able to communicate in a basic way.Pre-intermediate: have not yet achieved intermediate competence.Intermediate: basic competence in speaking, writing, fairly comprehend listening and reading.Upper-intermediate extended knowledge of grammatical construction and skill use.Advanced : competent level of English. Unsimplified factual and fictional texts and communicate fluently.

15. ALTEAssociation of Language Testers of EuropeCommon European Framework -students ‘can do’ levels ranging A1: beginners and false beginnersA2: elementaryB1: pre-intermediateB2: intermediateC1: upper intermediateC2: advanced

16. …learners differencesBeginners: success or failure is easy to see.Intermediate: success is less obvious.Plateau effect: apparent lack of improvement.Advanced: still danger of the plateau effect.Concentrate on style and perceptions, appropriacy, connotation (implying), inferences. Discursive essays…

17. EDUCATIONAL AND CULTURAL BACKGROUNDEducational: family supportCulturalLearning by roteLearning by doingMother tongueMultilingual classesTeachers need to be sensitive and explain what and why things are done in class. Offer a variety of techniques.

18. MOTIVATIONExtrinsicIntrinsicSustaining – challengeAppropriate level of challengeConsider the affect – show caringAgency – delegate responsibility

19. RESPONSIBILITY FOR LEARNINGLearner autonomyUsing dictionaryMonolingual learner’s dictionarSelf access centreResources comprising books, videos, listening, etc.