TEFL Demarest New Mexico

Throughout their teaching career, esl teachers may encounter a variety of students, including students of different learning levels and ages. teachers must be adaptable and conscientious of their students' learning abilities and intentions so that they may create appropriate lesson plans and keep students motivated. And 'adult learner' is usually defined as those who are age 18 and above. Younger learners, however, includes early teens (13+), pre-puberty (8-12 years old), and very young learners (less than 7 years old.) Some esl teachers may prefer one over the other, or may not even have a preference, but ultimately, teaching younger learners is very different from teaching adult learners. Younger learners may have had some learning experience, but they are more likely to have an open mind when it comes to new learning methods and experiences. Younger learners may lack motivation at times because they do not typically make the decision to study a language and may feel as though they would rather be doing something else. Additionally, teachers may have to discipline a classroom of younger learners because they generally have shorter attention spans. Adult learners, on the other hand, will usually come into a classroom with an extensive history of learning experience, success, and failure, which can influence how they pick up a new language. They usually make the personal decision to attend language classes and will therefore be motivated. However, adult learners can also lose motivation quickly if they feel as though they are not making progress, or if they have been forced to take classes because of their employer. Adults tend to be more nervous about learning a new language, and could therefore be more hesitant to practice the language. However, it is unlikely that teachers will have to deal with behavioral problems in adults because they generally have greater attention spans, and it is usually easier for a teacher to connect with adult students similar in age who have had life experience. Jay Richardson*, a Texas native, taught english as a second language in japan for almost 8 years. In his experience teaching younger learners and adults, he says he has no preference for one over the other. "Adult learners usually have their own intrinsic or extrinsic motivations for learning english," he states. "Sometimes they are driven by fear, especially if their companies send them for lessons. Younger learners sometimes lose motivation, but if you teach them through games and competition, they could be faster learners." Myra Richardson, Jay's older sister who introduced him to esl teaching, brings up another point about teaching younger learners compared to adult learners. "Little children tend to retain better because they use language to function and get what they want," she says. "As students get older, they become more self-conscious and have trouble speaking a new language." Ultimately, esl teachers find that there are a variety of factors that contribute students' motivations and intentions for learning a new language. Though age and experience plays a huge role in how a student learns, there are various other factors to consider when walking into a classroom, such as number of students and time of day. In order to be an effective esl teacher, teachers must understand their students in their specific context and adjust their methods accordingly. Sources: ITTT Unit 1: teachers and Learners, pps 5-6 *Names of interviewees have been changed in order to protect their identity.