Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
UNSIKA (Universitas Singaperbangsa Karawang), profile picture
Uploaded byUNSIKA (Universitas Singaperbangsa Karawang)
PDF, PPTX5,789 views

Teaching English to Adults

This document discusses teaching English to adult learners. It notes that adults are self-directed, problem-solving learners who want learning to be immediately applicable. Adults acquire language consciously through language learning rather than unconsciously like young learners. Effective teaching for adults is learner-centered, uses their life experiences, and addresses their immediate needs and goals. Teaching methods may include lectures, group work, simulations, and discussions. Evaluation tools include assignments, checklists, interviews and observations.

Education◦
Download as PDF, PPTX
Teaching English to Adults Mobit W. Atmojo IN-SERVICE TRAINING FOR TEACHER JAKARTA, JUNE 22, 2014
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 ADOLESCENT
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
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)
How do adults acquire language? • Young learners acquire language unconsciously (LANGUAGE ACQUISITION) • Adults acquire consciously (LANGUAGE LEARNING)
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
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
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
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
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)
HowComea MultilevelClassEmerge? • 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
How to Manage Multilevel Class? Time Beginner/ PreIntro1 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
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
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
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
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
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
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