TESL-0100 - Unit Two Reflection
The advantages that adults have in learning a new language
I
found the section in the Brown and Lee (2015) about the advantages that adults
have in learning a new language to be interesting. I have always heard people
discuss how children are information sponges and are able to acquire new
languages easily. The textbook has discussed how research done on the subject
of language acquisition for children has shown that these ideas are not true
and that adults have several assets available to them that make them stronger
learners. This discussion is interesting to me because I volunteer in an adult
ESL classroom and have never considered the advantages that adults might have
in second language acquisition. Reading about this subject has provided me with
a new perspective. It is sometimes difficult for me to keep a positive outlook
since students at the CLB foundation level are learning very basic language information
and their progress can be slow. As such, reading about the strengths of adult
learners has made me more optimistic about learning outcomes.
Brown
and Lee (2015) state that adults have stronger cognitive abilities than younger
learners, which often make them more successful at learning a new language. One
strength that adult students have is the ability to rely on past experiences
and knowledge. Adults have more practical and theoretical knowledge (i.e.
schemata) than younger learners have that they can refer to as they learn a new
language. They can also use this knowledge to imagine hypothetical situations
and think in abstract ways. This is in contrast to how children learn through
using their senses and preferring lessons that are practical and directly appeal
to their interests. Other strengths that adults have are longer attention spans,
clearer goals, and a more developed self-image. Longer attention spans allow
adults to focus on information that is important but does not necessarily interest
them personally. Clearer goals about the future, including vocational goals, give
adults the motivation required to learn a new language. In addition, a more
developed self-image can provide adults with more confidence, enable them to
take greater risks in the classroom and in their learning, and be less
sensitive about making mistakes and the opinions of others (Brown and Lee,
2015).
The Thorburn
and Yu (2016) podcast says that adults are at an advantage over children
because of their perspectives and situations that have led them to learn a new
language. Adults often want to learn a new language (i.e. intrinsic motivation)
while children may be pushed into learning a new language by pressure from
their parents (i.e. extrinsic motivation) or due to educational requirements. As
such, adults have the potential to learn faster than children if their
motivation leads them to pursue independent learning opportunities and
experiences outside of the classroom. However, it is argued that there are not
any fundamental differences between teaching adults and children aside from the
differences in needs. For example, children require shorter instruction periods
than adults due to their shorter attention spans (Thorburn and Yu, 2016).
Schwarzer
(2009) explains that adults bring knowledge and experience that they have obtained
over the course of their lives into the classroom. The knowledge may be
specialized according to the jobs they have had. As a result, current practices
in language teaching advocate for the incorporation of educational material
that pertains to the students’ knowledge and interests to encourage student
participation and learning. The knowledge and experiences of adult students
also provide them with opportunities to relate what they know to what they are
learning in a new language. Current practices encourage students to pursue
language learning opportunities outside of the classroom to explore their
interests and become independent learners (Schwarzer, 2009).
References
Brown, H. D., & Lee, H. (2015). Teaching across age levels. In Teaching by principles: An interactive approach to language pedagogy (4th ed., pp. 108-129). White Plains, NY: Pearson Education.
Hassan, M. (2017, October 11). [Adult student
sitting on a stool with her laptop]. Retrieved from
https://pixabay.com/photo-2841064/
Schwarzer, D. (2009). Best practices for teaching the “whole” adult ESL learner. New Directions for Adult and Continuing Education, 121(Spring), 25-33. doi:10.1002/ace.322
Thorburn, R., & Yu, T. (2016, November 14).
What's the difference between teaching kids and teaching adults? [Audio
blog post]. Retrieved from
http://www.tefltraininginstitute.com/podcast/2016/8/13/podcast-whats-the-difference-between-teaching-kids-and-teaching-adults
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