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Teach English in Shanghai Shi - Shanghai Shi

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Learning modes Young Children vs AdultsYoung and adult learners are far different in how they learn. Due to different stages of development and cognitive abilities, they make use of different modes. Whereas children are underdeveloped in almost every mode, and seem to resort to tactile sensations to gather information, adults are able to broadly use all of the modes. However, adults tend to prefer one mode (kinesthetic, audio, or visual) over the others. This simplistic generality falls short of helping teachers devise strategies to benefit the unique nature of students, young and old alike. Newer approaches to child development tend to put a greater emphasis on activating all of the modes (Cochrane) (Gan Eng Seng). In terms of adult learners, it?s not as important to activate all areas of the brain as developmental factors are not important. However, according to noted scholar and psychologist Neil Fleming, students have a preferred learning style (PennState). It is critical that teachers find out what learning style their and prepare material that appeals to that mode. Overview of the learning modes: The three learning modes generally used for language acquisition, and acquisition of other information, are summarized below: 1) Visual: processes information through seeing it, through words, pictures, actions, charts, etc. 2) Auditory: processes information through verbal communication, such as lectures, discussions, and debates. 3) Kinesthetic/Tactile: processes information by the manipulation of objects, movement, and interaction. young learners vs Adult learners: According to Chomsky, between 5 and 10 years old, children are still constructing the key structures necessary to learn language (Coltrane). It appears that this could be a critical window in which to develop the children?s mental structures to maximize language development. In kindergarten and early elementary, children should be exposed to activities which will enrich this development, and we will see from the following section, some specific examples of activities which will help motivate children by stimulating, in a diverse way, the modes mentioned above. Older learners are fortunate to have the foundation of a completely developed native language when they begin acquiring a new language. Younger english language learners, on the other hand, are working toward two goals at the same time: the full development of their native language and the acquisition of english (Coltrane). What kind of approach offers varying tools to facilitate a diverse and interesting language learning environment? The cognitive/developmental approach is widely considered to be the most effective as it accounts for what children may be able to do at various developmental stages. This approach involves a wide array of learning types, such as social learning, physical learning and play, emotional learning, and intellectual and academic learning (Cochrane). With this approach, we see a focus on play, emotional learning, and social learning, in additional to conventional academics. There is enough use of every mode that a child will be engaged and active through-out the language learning process. Another important point to consider is motivation. Often adult learners will be much more ?focused than younger ones? (Harris) because they have developed life experiences and defined their expectations. Role-play and discussion style activities that relate to an adults many experiences are obvious important in adult classes, however the teacher must take into account that the research shows that matching teaching strategies and techniques to learning style preferences ?enhances student engagement and promotes academic success? (PennState). As adult classes tend to be very flexible, it should be realistic to cater directly to the adults learning styles to maximize their learning. As the trend to one-on-one lessons grows, this customization will obviously become that much easier. Adapting to modes in the classroom: Some ideas for classes with children (kindergarten and early elementary): - Diversify use of children?s learning modes through play, interaction, active learning, support, and holistic development (Gen Eng Seng). - Have effective discourse; ask open, flexible, prepared questions to young learners in order to have them maximize the creativity of their response (Tekene). Some ideas for adult classes: - Include dynamic activates, such as role-plays, discussions, and debates to suit the varying learning styles of adult students (PennState). - Identify the learning styles of the adult students and tailor the course to make the language learning material more appealing to the student(s) (PennState). Conclusion: Although more work needs to be done in the area of cognitive development, it seems clear that that adults and children have different needs to be met in regards to their learning modes. In an age of austerity and fiscal prudence, it will be hard for governments to take the risks needed to implement key ideas, some mentioned above, into the school systems. However, it shouldn?t stop teachers from testing these methods case-by-case, to build the ground work for larger substantive policy changes in the future. Works Cited: Cochrane, Bronwyn. ?Working With Young english Language Learners: Some Considerations.? Centre for Applied Linguistics: 2003. http://www.cal.org/resources/digest/0301coltrane.html Gan Eng Seng Primary School, Punggol Primary School, Rulang Primary and Telok Kurau Primary School. ?Children as Active Learners: Engaging the Hearts and Minds of Young Learners.? http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00703.pdf Harris, Peter. ?Tips for teaching adult learners instead of younger learners.? Helium Adult Education: 2010. http://www.helium.com/items/1015875-tips-for-teaching-adult-learners-instead-of-younger-learners PennState. ?Accounting for learning styles.? The Pennsylvania State University, 2009. http://www.personal.psu.edu/scs15/idweb/learningstyles.htm Tekene,.Lila. ?Pedagogy of teaching young children through questioning and responding.? Manukau Institute of Technology: 2008. http://www.ecaconference.com.au/pdf/papers2008/Mauigoa-Tekene_Lila.pdf
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