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I have realized some very important characteristics in some of my
students. I am not saying that I haven’t noticed them before, but only now, I
have decided to investigate the possible reasons for lower progress in their
language learning.
I’m quite sure that some English teachers read this blog, but not many
of them interact or leave comments here. Therefore, I don’t really know what
they do think about (some) English language issues. I strongly believe that I’m
not the only one to face such challenges. Therefore, I’d like to know a little
bit more about those very specific challenges to instruction of adult English
language learners and how to solve students achieve their goals.
Having said all above, I have just decided to ‘study’ my students. Yes,
that’s right. I have just thought of giving them some tasks in order to
understand this language learning process much better. I have no idea of what
is going to happen, but I have this crazy strategy of providing them with text
in Portuguese and (maybe) in Spanish so that I might be able to compare their
understanding in those three languages (okay, maybe their mother tongue and
English only).
It is said that adult English language learners represent significant
and diverse population of English language learners throughout the whole globe.
Their huge diversity makes it difficult to define what we really mean by ‘adults language learners’ in contrast to,
say, ‘children English language learners’
(something I really know almost nothing about).
It should be clear to everyone who has taught (or wants to teach) adults
that diversity of age, as well as the diversity of motivations and backgrounds
they bring to the task of learning, might represent the challenges to effective instruction in
language learning.
I must have chosen my words poorly, but it is also known that anyone
interested in working with adult English language learners should be aware of
several key issues. Social backgrounds, possible (language) disability, may be
some of the biggest challenges teacher have to face.
It seems that one of the challenges presented by adults who attend
English language classes (EFL, in this very specific case) in order to study a
new language, is the low ‘literacy skills’ in their mother tongue. Research
among both younger and adults English language learners has shown that the ones
who “lack comparable formal education in
their first language”, say, ‘suffer’
more to learn the second language.
On the basis of "gut feeling”, I suspect that I’ll have some juicy
stories to tell here on Portal da Língua
Inglesa and I will learn a lot from this kind of experience as well.
I’ve developed (not completely based on my previous experiences) this
kind of checklist about both about students’ abilities and competences. This
one aims at helping me understand their progress through the course across the
whole range of language abilities. Moreover, it will also help me clarify which
students are making quicker or slower progress in different areas, and
it will assist me in planning my future lessons, or at least it should assist
me.
As I think it is not necessary to explain how to use this checklist, I
will just publish it here so that you folks will be able read it, apply it and
get feedback from students. I have just to remind you that it is all about
elementary level (A1-A2 CEFR).
COMPLETE CHECKLIST:
1 = I can do this with a lot of help from my teacher.
2 = I can do this with a little help.
3 = I can do this fairly well.
4 = I can do this really well.
5 = I can do this almost perfectly.
COMPETENCES:
I can use simple
structures correctly (simple present and past simple).
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can make myself
understood using memorized phases and single expressions (my name’s…, I’m from…
I work at…).
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can describe myself, my
family, and other people.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can say what I like and
dislike.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can generally identify
the topic of a discussion around me when people speak slowly and clearly.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can describe past
experiences and personal experiences (e.g. the last weekend, my last
vacations).
1 ( ) 2 (
) 3 ( ) 4 (
) 5 ( )
I have a sufficient
vocabulary to talk to people in everyday situations.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can describe hobbies and
interests in a simple way.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can talk about my diet and lifestyle.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can talk about other
people’s abilities (she can, he can, they can…).
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can understand the
difference between present simple and present continuous (I work, you work, she
works; I’m working, he’s working, they’re working…).
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
I can listen and
understand the activities in the classroom (e.g. conversations, listening
tasks, pronunciation activities).
1 ( ) 2 (
) 3 ( ) 4 ( ) 5
( )
I can listen to the
teacher and understand his instructions.
1 ( ) 2 (
) 3 ( ) 4 ( ) 5 (
)
P.S.: I can’t believe how
much I’ve grown up this semester! I was skeptical about it in the very
beginning. Ever since I was told that I would be teaching elementary students I just started the mantra “failure is not an option”. Actually, I
have taught elementary students
before, but I have to admit, it is quite challenging – harder than teaching
advanced ones, for instance. I would also like to say that in the end, it all
boils down to observation and experimentation in context of discovery (if it
makes any sense).
Therefore, I’m
not punishing or even judging any of my students. In fact, this isn’t even any
kind of, say, scientific research – I just hold the opinion that every teacher
must try to understand their own students’ needs and progresses in language
learning.
It is quite
late now and I need to get some shuteye. Therefore, I hope you people enjoyed
this entry. I do hope you have a great night of sleep – I must be off now. See
you around, people.
--------------------------------
This one was
written by Bruno Coriolano.
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