Middle-aged English Students:
my Favorite Bunch of Learners
By Marita de la Lama
I have always enjoyed teaching English and very fortunately during
my teaching career I have had the opportunity to teach all, children, teenagers
and adults. Although I undoubtedly have no memories of my teaching years at
primary school, I must confess that it was not until I started working with
middle-aged students that I definitely fell in love head over hills with my
English teaching career.
I believe that it is quite unfair of many teachers to consider that middle-aged students scuffle considerably when learning a foreign language, a struggle that in turn may make almost all their instructors’ efforts ineffectual. But nothing can be further from reality! Let me underline some characteristics of this cluster of apprentices that make them so special and valuable:
1. The teacher
gets a boost of professional self-confidence
This
group of students values all your teaching efforts and never limits their
compliments to your teaching or method after a single good lesson. As a consequence, teachers end up
developing a strong bond with their students.
2. An ideal atmosphere for
learning and practicing a foreign
language
As a
set, middle-aged students develop good rapport within themselves. Frequently,
they enjoy socializing after class or getting together to prepare projects or
special assignments. They see their language course as a good opportunity to
make friends and have fun, something that I do appreciate.
3.
Substancial living experience that enrich class discussions
When
performing communicative activities teachers do not need to strive to elicit
students‘ opinions. In fact, they will be interacting and exchanging opinions
as soon as you ask them to start. Perhaps the struggle would be more likely to
emerge when you need them to stop talking!
4.
Knowledge of how to learn
This
particuar assembly of learners knows they learn better and they are willing to
apply this know-how to their own gaining knowledge of English. They feel
responsible for their own learning and progress and so not rely completely on
th eteacher as a younger group of students commonly does.
5. Deep
Analytical skills
The analytical skills that
characterize this segment of the student population optimize the learning of
grammar and syntax.
6. Goal-oriented and
discipline
With this human
assemblage teachers do not need to motivate pupils to learn. Its members are
goal-oriented people who direct all their effort, discipline and concentration
to absorbing the language.
7. They have already
developed better skills to learn and do remember new words.
Unlike a younger cluster
of students, middle aged scholars have a good deal of mnemonic strategies that
help them develop a worthy amount of vocabulary.
So next time that you
have a chance to teach a section, in which the youngest student in the class is
in his forties, go right ahead and do it! You'll end up discovering what a terrific
teacher you are.
References:
Adult Education, Dharon Hills.
Teaching English as a Second Language, Marianne Celce-Murcia, Editor.
Principles of Language Learning and Teaching, Douglas Brown, Longman.
Biodata:
DE LA LAMA, MARIA. Master’s Degree in Applied
Linguistics and Bachelor’s Degree in Theoretical Linguistics from the
University of California; MBA from the Universidad del Pacífico. Current Director at Centro de Idiomas de la Universidad del Pacífico.
