For most, it's part of academic studies. For some, it's a fun social opportunity. But for many, language learning is aimed at getting a job.
Language teachers didn't always consider the reasons students were motivated to learn a language. Instead, they focused solely on the central parts of language learning: phonology (sounds of letters and words), morphology (the meaning of parts of words), lexicon (vocabulary), grammar (word order) and to a lesser extent, discourse (the intent of language).
But today, beyond the mechanical aspects of language teaching and learning, language teachers and their teaching and learning materials try to align with students' motivations. This includes exploring a wide variety of social issues from global warming to racism to homelessness. Reasons for teaching these issues are based on the notion that language is culture, and students want to learn broad topics and be able to contribute to conversations about the issues of the day.
A related challenge facing students is employability skills. In the past, students were largely taught the types of language expected of factory workers: giving and responding to simple instructions. Most students learning via the audio-lingual method would consider the question "How are you?" to always be answered with the response, "I'm fine, thank you." The reality, of course, is that you might just as well say, "I'm okay." "Can't complain!" "Not too bad." or even the little-used but truthful, "I feel terrible!"
The Communicative Approach challenged this pre-programmed speech and reflected changes in the workplace. As robots and artificial intelligence agents take over more and more factory work, today's language students are graduating into jobs that require critical thinking, creativity, and broad communication skills. What are these skills and how do they relate to employability?
Critical thinking is about examining problems to better understand them. Sometimes critical thinking helps students make choices between one or more alternatives. Like creativity and communication, critical thinking is vital in both academic and employment situations where, for example, staff might try to decide between two locations to build a new factory.
Creative thinking is about looking for new solutions. In the factory example, a solution might be to build a factory on a boat so it travels between where the raw materials are collected to the market where they're to be sold.
Communication is about explaining ideas, listening to others' views, and using persuasive speaking and writing to structure arguments. Is the factory boat the best idea? It might be, but without clear communication and debate, it will be tossed aside.
In terms of employability, the app series Step Up outlines the varied needs faced by adult learners: "to improve their employability skills to get their first job, secure a promotion, find a different job, re-enter the workforce after an absence or change fields."
Meeting these needs requires new teaching and assessment approaches.
Teaching has to become more collaborative. This reflects the nature of modern work, where most people work in teams, rather than in the factory model where workers were interchangeable parts of a machine. Workers today need to identify problems, share ideas about how to solve them and negotiate, using critical and creative thinking.
Similarly, assessment needs to change to a model that allows students opportunities to show what they know in open-ended ways with multiple opportunities to achieve success. Tests with closed-ended questions aimed at tricking students are a thing of the past. Assessment today needs to present students with chances to learn and try again and again until they and their teachers are confident of their abilities.
Learning a language and related abilities, like employability skills, is not a narrow classroom-bound experience. Students continue to learn and improve throughout their lives. More than anything else, the role of today's teachers is to set their students on a path of lifelong learning.
To empower your learners with the employability skills they need for future success, watch Ken's webinar here:
Reproducir
, Writer and Anaheim University TESOL Professor has a PhD in curriculum studies. He’s worked in Asia, the Middle East, and North and South America, lecturing on language teaching and learning from the primary through university levels. Author/co-author of 67 textbooks for app, he’s given 500+ teacher-training sessions and 100+ conference presentations in 35 countries His research focus is on critical and creative thinking.
Watching films can be a great way for people to learn English. We all have our favourite movie moments and, even as passive viewers, they're probably teaching you more than you realise. Here's a selection of our favourite scenes, along with the reasons why they're educational as well as entertaining.
As adult learners, our very motivation for learning English can sometimes hinder our progress because we are focusing too much on the end result. The informal way in which children learn English – through music, games and fun activities – offers an environment where they can learn and practise without worrying about the importance of it all. This relaxed attitude, in turn, gives them confidence in learning English and sets them up for more opportunities in their academic pursuits and future career options.
the positive impact bilingualism has on a child’s cognitive development. Catherine Ford, head teacher of Moreton First Prep School, says that children : “Before children become self-conscious they can try out their newly acquired languages without fear of embarrassment”.
Starting the English learning process at a young age will provide the head start that most parents are keen to give their children in life, education and career. More than 77% of parents who were interviewed as part of said they would consider sending their child to study at a university abroad, which involves studying in English.
The number of students pursuing postgraduate studies overseas continues to rise, reflecting the global nature of education. According to the seeking diverse academic experiences and cultural immersion. One crucial factor in this journey is having the right level of English skills, especially when applying to universities in popular destinations such as the US, UK, and Australia.
Learning English from a young age provides a solid foundation, enabling students to tackle more complex language skills tailored to their academic goals. Traditional English teaching often emphasizes reading, writing, and grammar, but studying abroad offers a unique opportunity to immerse oneself in an English-speaking culture, enhancing speaking and listening skills.
Mastering English at an early age can be a transformative asset for future career success. English is the lingua franca of business, opening doors to global opportunities and enabling individuals to pursue diverse career paths across borders. As the most widely used language in business worldwide, proficiency in English is a powerful motivator for students aspiring to join global companies.
Bilingualism is becoming increasingly advantageous in the job market, improving employability and making candidates more appealing to employers. , underscoring the competitive edge that language skills provide.
The benefits your children are given by learning English at a young age are invaluable and as they go through life, the possibilities for advancement in their academic and business careers will be wide open. Children are fortunate to have intuitive language learning capabilities from a young age and this is certainly something to capitalize on.
Tim Marsh has been teaching English since 1985 and has taught over 3,500 students, with ages ranging from six to 65. He is therefore well placed to describe teaching English as a “difficult and demanding” job, as well as to share the five lessons he’s learned during his impressive time in his career…
“The Spanish expect paid professionals to know everything about their expertise but there are few teachers of the English language who do know everything. We should prepare lessons adequately when teaching aspects we’re not entirely confident about.
Many CELTA tutors say that if you are asked a question that you cannot answer confidently, you shouldn’t panic but instead inform the student that you will check and give them the detailed answer at the following lesson. This may be useful when you first start out, but it shouldn’t happen frequently, as your honesty will not always be appreciated!”
“Teaching English is very rewarding and can be full of surprises. As a result, it’s not a good idea to try to follow a rigid teaching plan. Write a plan that’s flexible enough to allow for a good dose of spontaneity to enter into proceedings. I can honestly say that not one single day is the same as another.
If a Spaniard is not in the mood for working on a particular skill, as will happen from time to time, then be prepared to change that lesson at the drop of a hat. It’s always a good idea to keep four or five ‘favourite’ lessons filed within easy reach for just such occasions – preferably skills lessons that can be easily adapted to the theme that you are currently working on.
Whatever you had planned for this week can always be done next week. The customer is always right and, when living in Spain, big lunches, high temperatures, Barcelona against Real Madrid and the after-match party can bring about very unexpected lessons!”
“The Spanish are extremely friendly people who love to talk and are happy to share – sometimes in great detail – the problems in their working and even private lives. In an effort to establish friendly relationships, they often create an intimacy: what is referred to in Spanish as ‘confianza’.
This is much the same kind of trust and confidence that we have with our doctors or lawyers, so, unless you’re careful, you can find yourself doubling as teacher and therapist, which will alter the dynamic of the classroom.
A teacher of English teaches English. Stick to what you know, stick to what you’re being paid to do and create a professional framework in which to do your best as a teacher and not as a therapist.”
“The busiest time of the year is often during the summer, when language schools begin to fill up as state-school exam results come in. Parents enroll their children on intensive or exam revision courses so that they can take their resits in September.
English courses are often expensive and parents will expect a guarantee that their child will pass the school English exam at the end of the summer. Never offer a guarantee! There are usually a number of reasons why the child has failed in the first place and it is better to lose a client than to make promises you can’t keep.”
“Many years ago, the famous soprano Rita Hunter was asked what she considered to be the most important requirement when singing opera. She answered, “A good pair of shoes.” She went on to say that when she was appearing in a Wagner opera that started at 5.30 pm and didn’t finish until 11 pm, the most important thing to look after was her feet.
I’ve always tried to avoid institutions that insist on a uniform or on wearing a shirt and tie. Students often feel uncomfortable in a classroom where the teacher is formally dressed. I have always found the working environment much more relaxed when dressed in a similar way to my students. This and the fact that in Spain the temperature can hit the 30s in June and stay there into September mean that I dress casually, often in shorts. And I always wear a good pair of shoes.”
