Navigate to teaching adults презентация

What’s the problem? –We do not meet expectations of truly adult students
Young adults 18 – 30 yrs Adults : 35+
Most modern ELT courses are labeled as ‘young adults’ and they certainly are
Adults need THEIR content, system of scaffolded language and speech activities
Adults have life experience we can rely on
Adult thinking is not the same as young adult thinking

Up to you!
Think of some popular topics in ELT books which are absolutely or relatively irrelevant for adults
Think of some topics that should be included in ELT syllabus for truly adult students
How should we present new language if we teach truly adult students?

SWOT
Stregths
Weaknesses
Opportunities
Threats

Do you agree with that?

Approach to teaching
Topic knowledge can not compensate for vocabulary knowledge
Knowing the most important vocabulary – syllabus based on Oxford 3000™ and BNC
Knowing vocabulary makes listening and reading more rewarding
More than just knowing words

Challenges of teaching adults
To revise but not to repeat
To recycle but not to get bored
To teach but not to preach
To rely on adult experience and brain development
To simulate relevant communication &professional contexts
To boost ‘learning to learn’ but to provide necessary guidance and support

Approach to teaching Grammar
-explicit teaching of rules
yields better results
than implicit teaching (Norris & Ortega, 2000)
for both simple and complex forms (Spada and Tomita, 2010)
combined with communicative practice, leads to unconscious knowledge of the grammar forms that lasts over time (Spada and Lightbown, 2008)
there is no difference in results between integrating the teaching of rules with a communicative activity and teaching them separately (Spada and Tomita, 2010). In other words, presentation-practice-production works just as well as more integrated methods.
there is theoretical support and hard evidence that teaching grammar rules, combined with communicative practice, is the best way for adults in classrooms to learn to use the grammar of their new language.
Accuracy
Fluency

Listening: a very different skill
Listening is not another kind of Reading
Listening is linear you can not look back at the text and re-read it!
Listening depends on understanding the sounds of English
Fluency development activities that teach understanding English at natural speed
Progressive practice in getting better at listening

The Navigate approach to teaching listening –psycholinguistic models -5 distinct operations
Decoding: matching the signals to the sound system of the language
Lexical search: matching groups of sounds to words in our oral vocabulary
Parsing: combining groups of words into grammatical units to obtain a simple point of information
Meaning construction: interpreting information in terms of context
Discourse construction: ideas and thoughts through chunks of language
Micro-skills in ‘unlock the code’ sections
See John Field ‘Listening in the Language Classroom’ Cambridge: Cambridge University Press http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/listening-language-classroom-1/listening-language-classroom

Speaking: putting it all together
Comprehensive pronunciation
Appropriately polite language for a given situation
Tactics for holding the floor in a conversation
Fluency development
Building rapport
Meaning-focused output-speak in order to communicate meaning
See Nation, I.S.P., Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. London: Routledge

Reading: not just a guessing game
Typical courses test rather than teach
Explicit teaching sound-spelling relations
Teaching vocabulary
Speculating about syntax
Micro skills on reading ‘Unlock the code’
Learn the most common and useful words
Awareness of vocabulary systems
Learning vocabulary rather than guessing
High –frequency grammatical features in nftural contexts

Writing for different purposes
The Navigate writing syllabus: genre approach-different types of texts learners will have to write
Drafting, discussing and re-drafting texts
‘Language for writing’

http://injaz.ru/navigate/

Follow-up reading
http://injaz.ru/navigate/

Navigate to teaching adults !
Series advisor: Catherine Walter
Photocopiable materials: Jill Hadfield

Useful links
http://www.education.ox.ac.uk/crdemi-oxford/emi-people/dr-catherine-walter/ Catherine Walter (series advisor) Department of Education University of Oxford
https://elt.oup.com/teachers/navigate/?cc=ru&selLanguage=ru&mode=hub ‘Navigate’ teacher’s site
https://www.youtube.com/watch?v=PfY3GkDLMko Michael Swan about current ELT trends Drawbacks and perspectives
http://www.sk.com.br/sk-krash.html Stephen Krashen’s theory of language acquisition
https://www.youtube.com/watch?v=NiTsduRreug Stephen Krashen’s lecture on his approach
https://www.youtube.com/watch?v=qvSfn4rGqBE What is Grammar?
http://www.bookshop247.com/search/ Navigate synopses