21st-century skills and the English language classroom

Sara Davila
Sara Davila
Children sat at desks at computers in a classroom

Are you teaching in a 21st-century classroom? Chances are, If you are an English educator working in the classroom today, you have already moved well ahead of your peers and colleagues teaching math, science, and good old-fashioned grammar. Now that you know you are a 21st-century teacher, what does that mean? And how do you know if you have moved ahead of the curve to embrace what we call 21st-century skills?

Actually, "21st-century skills" is a bit of a misnomer. The prized skills of this age have existed in teaching and learning as long as we have been teaching and learning. In a modern-day class, Socrates and Aristotle would feel right at home (although maybe underdressed).

The phrase itself is meant to imply a classroom ready for the upcoming STEM needs of employment that will allow for innovation, development and significant advances across tech and non-tech industries. Yet, the skills themselves do not imply a highly technological classroom. A modern 21st-century class can be a surprisingly low-budget place.

It can be summarized by the 4Cs:

  • Communication
  • Critical Thinking
  • Creativity
  • Collaboration

Reading through this list, you may think, "Hey, those are my classroom goals as an English language teacher!" Finally, the rest of the world has caught up with the modern English language classroom. Of course, when describing these skills, we aren't just talking about teaching English, but skills that can be used to prepare learners for the modern age. This means we want our students to be able to:

  • Perform independently and with groups in a highly technologically advanced atmosphere.
  • Be ready for daily, global interaction.
  • Be capable of adaptive, flexible and creative thinking.
  • Understand how to plan for, build, and include collaboration with peers who are colleagues and experts in the field.

Students and 21st-century skills

This goes a bit above and beyond the basics of the walls of the English language classroom. And yet, preparing our students for the 21st century doesn't require a classroom resembling a science fiction movie set. Several teachers have proved that you can embed these skills by utilizing the most important resource available in the classroom.

Your students.

Sergio Correra is an inspired young teacher at the Jose Urbina Lopez Primary School on the US Border with Mexico. After a year of teaching uninspired curriculum to disengaged students, he returned to the drawing board. He spent time researching ways to improve student engagement and performance and stumbled across exciting research that could be boiled down to one question: Why? Or rather, getting students to ask the question: "Why?" At the beginning of his next school year, he arranged the desk in a circle, sat his students down and asked: "What do you want to learn about?".

Using this as the jumping-off point, he encouraged students to ask questions, seek out more information, and find more questions to answer.

Over the next year, he saw his students' test scores rise, the engagement and enthusiasm improved and he received approval from his principal and fellow educators. With few resources and limited access to technology, he found his students shifting from the lowest testing group in the nation to being ranked among the highest for their performance on standardized tests in the country. One of his students was the highest-performing maths student in the country.

Mr. Correra was inspired by research and reports based on the work of the Indian educator Sugata Mitra. The principle behind Mr. Mitra's approach is to drive student's curiosity by letting them carry out their own learning. In one of his most famous examples, he walked into a classroom in India with computers loaded with information. He explained to the students, now curious about the big shining boxes that held inside something interesting.

And then he left the students to it.

In the course of a year, students had taught themselves everything from English to molecular biology, all without the guidance of a teacher. Rather, they were driven by their natural curiosity, playing off of each other's discoveries to go farther and learn more. Embodying what it means to be self-guided, innovative, collaborative and curious learners.

Keeping your curriculum up to date

These students who were given freedom are much more likely to ask questions out of curiosity, motivate themselves and learn without guidance. And while this may be wonderful for learners, this isn't exactly helpful for teachers. To get to the 21st-century skills and inspire motivation, do we have to throw away our syllabus and books and trust only in our learners to motivate themselves?

Fortunately for those of us who have chosen a career in education, that is not the case. We as educators can take lessons from Mr. Correra and Mr. Mitra and use these as a way to inspire interest and engagement in our own classroom while building these skills in our learners.

As language teachers, it's a matter of blending the 4Cs more thoughtfully into a student-centered classroom where learners can engage in high-interest content that is relevant, useful, and promotes innovation.

Take your average prepositions lesson as an example. Even in the best communicative classroom, a teacher may still spend time explaining the rules, setting up the activity and delivering instruction. By applying the 4Cs we can turn this lesson a bit more on its head, making a typical ELL grammar lesson magical.

For example:

Collaborate: Start by handing out magazines or picture books. Have the students work together and choose a picture.

Communication, critical thinking, and creativity: Ask your studentsto work together to create two ways to give directions. One set of directions for a student who is blind. Another set of directions for a student who is deaf.

Encourage students to think outside the box and think about ways to give directions using a computer, a mobile phone, a television, or a YouTube video. While there may be some L1 use in the classroom, the goal is for the final product to be in English. Stand back and watch your learners go.

Another way to engage with 21st-century skills using a typical ELL lesson: the "What's your favorite food lesson?" At some point, we have all experienced it.

Collaborate: In groups, have students create a survey to assess classroom interest in 10 different foods representing different types of meals (breakfast, lunch, dinner, dessert).

Communication: Once finished, have learners use the information to create a pie or bar graph to communicate the results and determine which meals are the favorite.

Critical thinking: Have the students compare their answers with answers from other groups. How many differences are there in the reporting? Is the information consistent with the same foods or does it change drastically? Have students compare their results with other teams. Then ask the groups to create a short written or spoken piece to explain how their results differed from other students.

Creativity: Using the information collected from the class and after analyzing data from other students, have groups work together to create an advertising campaign that will make the foods that students liked least into foods students may like more. For example, if the survey said that most students did not like for breakfast, the group would need to work together to create an advertising campaign to make kim-chi-chigae seem like a tasty choice for breakfast. To do this students should consider what makes certain foods more popular in the class.

This may require further follow-up interviewing to find out why students like one thing and not another; this information can then be used in the campaign. This lesson may play out over a few days, but in the end, everyone involved will have gotten much more out of the lesson than they had anticipated.

Both of these examples represent the use of skills in the ELL classroom. Each lesson also embeds, in one way or another, critical STEM skills.

In the preposition lesson, the students may use engineering and technology to find a better way to give directions. In our favorite foods lesson, students engage with science (and a bit of sociology) and mathematics. Altogether it becomes a rounded classroom experience where teachers have an active role as facilitators and students become inspired, self-guided learners who still manage to work inside of the confines of the curriculum.

In the end, 21st-century skills, and using them in the classroom is not really about teaching at all. These skills are truly ones that will spell success for our learners in the future, leading them to be capable, Independent and curious individuals.

Our real challenge as educators is to model a desire to embrace the known, the unknown, and the just plain unknowable. As Alwin Toffler, writer and futurist, put it: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."

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    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

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    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

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    7.Quite

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    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

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    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

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    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

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