ÃÛÌÒapp

¡°How long will it take me to learn English?¡± This is a question we often hear, especially with summer intensive courses just around the corner. Students all over the world want to know how much time and effort it will take them to master a new language.

Teachers know the answer isn¡¯t as simple as it seems. It depends on many things, such as; how different the second language is from their mother tongue, how old they are, whether they can speak other languages, how much time they will have to study outside the classroom, their motivation and ability to practice.

The truth is, it takes A LOT of work to become proficient in a new language ¨C and students need to be aware that they need to study independently if they want to progress rapidly.

Explaining student responsibility

Becoming truly proficient in a language can take many years. In a study carried out by ÃÛÌÒapp they found that even for fast learners, it can take as much as 760 hours to enter the B2 CEFR level from <A1.

Also, most year-round courses are around 100-120 hours per level, (not including homework). So the reality is that it should take approximately 1000 hours to go from A1 to C2.

However, one of the biggest misconceptions students have is that there is a ¡°fixed route¡± to language learning and that this is linear ¨C and that time spent studying in class is all that¡¯s required to make the progress they expect. This mistakenly puts the onus on the teacher, rather than the student, which means they may not take responsibility for their own learning.

While most language learners need great course materials, instruction, correction, and mentorship from their teachers, it¡¯s key that they are motivated to become independent learners. Progress and success comes down to regular practice, feedback and the confidence to make and learn from mistakes. Students must understand this from the outset ¨C so make sure this is a conversation you have with your classes from the very first day.

Understanding language goals

It¡¯s also extremely important to understand your students¡¯ language learning goals right away. Some, for example, will want to learn a language for travel purposes and may be happy to reach an elementary or pre-intermediate level of English. Others will want to learn it for work or study purposes and will need to reach a more advanced level. By definition, ¡°learning a new language¡± will be very different for those two groups of students ¨C and this will affect how you design and deliver your course.

Therefore, it¡¯s key that you discuss individual learning objectives and then form a plan of how students will meet them. You should also explain that not everyone progresses at the same rate, but that is normal and should not be a cause for frustration.

In private language schools (PLSs), which offer English for specific purposes (ESP), business English, CLIL, English for Academic Purposes, intensive summer classes, and a range of other courses, it¡¯s even more important to do this well. Correctly managed expectations, well-selected materials, and tailored courses will keep students motivated and help the business thrive.

Setting and meeting targets

At an institutional level, schools, PLS¡¯s and even government agencies also need to be aware of the pitfalls of rigid target setting.

Not only can mishandled targets directly affect learner motivation when they are held back or moved up too quickly, but they also can force educators to ¡°teach to the test¡±, rather than planning classes and designing courses that meet their students¡¯ needs.

On the other hand, standardized testing systems help place learners at the right level, set benchmarks and show student progression. Examinations also give students firm objectives to work towards.

So, at the very least, management and governing authorities should consult with educators before setting broad targets.

Handling feedback and adapting to individual needs

Honesty is essential when talking to individual students about their progress (good or bad). It¡¯s hard telling someone that they haven¡¯t achieved the grades they need to move on to the next level, but it¡¯s the right thing to do. Putting a person in a higher level to save their feelings only leads to frustration, demotivation, and self-doubt. Likewise, when a student has done well, praise is good, but you should still be honest about the areas in which they need to improve.

This is what happens at a successful PLS in Japan who run 1000-hour year-round intensive courses. They get results because they consult their learners in order to understand their goals and focus their courses on developing key communicative skills for professionals. At the same time, they track motivation levels and adjust their courses to ensure the student¡¯s progress is on track to meet their expectations. Of course, this is quite a unique setting, with a very intensive, highly personalized approach, and the school has the advantage of tailor-making courses.

Using tools to help

They also used the Global Scale of English (GSE) to help design their curriculum and use the ¡®can do¡¯ descriptors to set goals. They then selected Versant assessments (which are mapped to scoring against the GSE) to measure student progress on a monthly basis.

Educators can emulate their approach. By using tools like these, as well as others, such as the GSE Teacher Toolkit, you can design syllabi, plan classes, place students at the right level and measure individual progress, helping you meet your institution¡¯s targets while supporting your learners to achieve their goals.

An additional benefit from using the GSE, is that this granular framework breaks down what needs to be learned within a CEFR level. Our courseware, Placement, Progress and high-stakes assessments, like PTE Academic, are already aligned to the GSE. To help accelerate the learner journey, our courseware now features three new levels ¨C A2+, B1+ and B2+. By moving to eight-level courses, it ensures students are able to master the content at a more achievable rate.

English language teachers everywhere spend time and energy helping students practice their conversation skills. Some may ask whether conversation in English can actually be taught. And ¨C if it can ¨C what the rules might be.

To explore these questions, we spoke to world-renowned . He is an Honorary Professor of Linguistics at the University of Bangor and has written more than 120 books on the subject.

What makes a good conversation?

¡°It¡¯s very important that we put this everyday use of language under the microscope,¡± he says. He highlights three critical facets of conservation that we should bring into focus:

• Fluency
• Intelligibility
• Appropriateness

But all in all, he says that people should walk away from a conversation feeling like they¡¯ve had a good chat.

¡°For the most part, people want that kind of mutual respect, mutual opportunity, and have some sort of shared topic about which they feel comfortable ¨C and these are the basics I think.¡±

The rules of conversation

There are plenty of ways you can teach learners to engage in a successful conversation ¨C including how to speak informally, use intonation, and provide feedback. So let¡¯s take a look at some of the key areas to focus on:

1) Appropriateness

Fluency and intelligibility are commonly covered in English language classes. But appropriateness can be more complicated to teach. When preparing to teach conversational appropriateness, we can look at it through two different lenses: subject matter and style:

2) Subject matter

¡°What subject matter is appropriate to use to get a conversation off the ground? There are cultural differences here,¡± he says. The weather is often a good icebreaker, since everyone is affected by it. The key is to find a common topic that all participants can understand and engage with.

3) Style

Teachers can also teach students about conversational style, focusing on how to make conversations more relaxed in English.

There are ¡°several areas of vocabulary and grammar ¨C and pronunciation too, intonation for example ¨C as well as body language, in which the informality of a conversation is expressed through quite traditional means,¡± says David. One example he offers is teaching students how to use contracted verb forms.

4) Simultaneous feedback

This is what makes a conversation tick. When we talk with someone, we let them know we¡¯re listening by giving them feedback. We say things like ¡°really¡± or ¡°huh¡± and use body language like facial expressions and gestures.

Of course, these feedback noises and expressions can be taught. But they won¡¯t necessarily be new to students. English learners do the same when speaking their own language, anyway.

Keep in mind though, that when it comes to speaking online on video conferencing platforms, it¡¯s not easy to give this type of simultaneous feedback. People¡¯s microphones might be on mute or there might be a delay, which makes reacting in conversations awkward. So, says David, this means online conversations become much more like monologues.

5) Uptalk and accents

Uptalk is when a person declares something in a sentence, but raises their intonation at the end. For English learners, it might sound like someone is asking a question.

Here¡¯s an example:

• ¡°I live in Holyhead¡± said in a flat tone ¨C this is a statement.
• ¡°I live in Holyhead¡± said using uptalk ¨C you are stating you live here, but recognize that someone else might not know where it is.

Now, should teachers teach uptalk? David says yes. For one, it¡¯s fashionable to speak this way ¨C and it can be confusing for English learners if they don¡¯t understand why it¡¯s being used in a conversation.

¡°The other thing is that we are dealing here with a genuine change in the language. One of the biggest problems for all language teachers is to keep up to date with language changes. And language change can be very fast and is at the moment,¡± he says.

When it comes to accents, David is a fan. ¡°It¡¯s like being in a garden of flowers. Enjoy all the linguistic flowers,¡± he says, ¡°That¡¯s the beauty of language, its diversity¡±.

Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves ¨C and would like nothing more than for their teenage students to develop strategies to become independent learners.

But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

Let¡¯s look at how to start a project that holds your students¡¯ attention. We¡¯ll also go into how you can help your students practice and develop a range of English language skills at the same time.

The benefits of starting a project that interests your students

Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
In addition, projects can test a variety of English language and 21st century skills such as:

• critical thinking skills (for planning and development of ideas)
• topic/subject-specific vocabulary
• reading and listening comprehension (for researching)
• speaking skills (for group work)
• creative skills (for project development and production)
• presenting skills (for the final delivery of the project)

Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

The key elements of an independent learning project

Find a meaningful subject matter

First, you¡¯ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

• The local theater has closed down and they want to set up a new drama club.
• There is a lot of pollution in the capital city and they want to help reduce it.
• The rainforest is being deforested and they want to create awareness.

After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

Balancing guidance and instruction

A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

You¡¯ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

1. What is the main problem you want to solve?
2. Who does it affect?
3. Why is it important to change?
4. What steps could you take to solve the issue?
5. Who could help you do this?
6. How could we do this as a group?
7. How can we present the issue to make people care about it?

These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

Facilitating teamwork

Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

For example:

• Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
• Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
• Class three: Come up with a presentation outline and begin to work on it.
• Homework: Each work on your individual presentation section.
• Class four: Show the teacher your progress. Practice your presentations.
• Class five: Practice and then deliver your presentations.

You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

Here are some ways you might ask them to present:

• a poster and presentation
• an online presentation (e.g. using PowerPoint)
• a website (on paper or online)
• a video presentation
• a theatrical production
• a podcast episode.

Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

While it¡¯s important to monitor and guide them with the English language as they work, it¡¯s also crucial to let students make decisions for themselves.