1. Learning Languages & Teaching Languages Andrew Weiler andrew@strategiesinlanguagelearning.com Strategies In Language Learning http://strategiesinlanguagelearning.com

2. A predicament Student Learning Curricula Student Learning Curricula Curricula Student Learning 2 3. Macro Questions Why do some of my students- progress so slowly? get stuck with bad pronunciation? keep producing the same errors, even though I have taught it and they have learned it innumerable times? not participating as well as I would like? not make time to apply what they learn? so dependent upon what I teach? More importantly, what can I do to change this? 3 4. Micro questions What do I teach them today? Why do they keep leaving out the articles? Why do they keep speaking in the present? Why are their question forms not correct? Why are they unable to say # phoneme? What can I do to help them improve what they do? 4 5. 5 6. Language Learning Some basic facts: ALL of us learn our first language to full proficiency ( to the level of the people around us) Language learning rates (in schools), after mother tongue is learned, are very poor world wide. In bygone times, before there were language classes, languages were learned later on in life. There are still many people who learn other languages without ever attending language classes, many of them to full proficiency. 6 7. LearningLanguages How do young children learn languages? How do people (who dont study languages) learn languages? How do we learn (to be a better partner, a better driver, a better teacher, etc) By focussing on the learning, separate to the teaching, there are many benefits to be had. One is we can better understand how to help our students utilise their learning powers. 7 8. Some observations on learning What are some of the observations (many are common sense) we can make about learning? engagement awareness noticing sensitivity will feedback trial and error habit formation learner in charge 8 9. 9 10. Engagement Students want to pay attention to what is going on from their own volition Through that, their awareness about meaning/ language forms/ sounds/ expands Engagement has them want to apply what they have realised Through applying it, their understanding and their skills improve (This is their perception)From this, their confidence grows As their confidence grows, they want to engage more in the process And so the cycle starts again 10 11. 11 12. How can we recognise engagement? Students: - Pay attention without anyone asking them to do that - Are animated - Enjoy themselves - Show their improved skills and their confidence is growing - Experiment with what they are learning - Initiate new lines of enquiry or questions 12 13. An implication We learn best when we build on what we are aware of, know or can do. If what we are learning sits too far outside of that, then we cant readily accommodate it. For example: - Learning how to run before we can walk not possible.BUT - Saying a word containing sounds we have not mastered - Learning how to ask questions before the simple forms have been mastered Consider SLA compared to FLA 13 14. What can interfere with learning? Our emotions Fear of making mistake Wanting to look like we know Our beliefs Vocabulary is best learned through translation I cant learn without studying Our practices Dont look for meaning, rather rush to dictionary Dont listen for sounds, just looking for meaning 14 15. 15 16. Application We can apply these concepts to anything we may learn, and to our teaching. By better understanding learning, we can become better at what we do, both as learners and as teachers ...to learn and not to do is really not to learn. To know and not to do is really not to know. Stephen R. Covey, The 7 Habits of Highly Effective People 16 17. What to focus on... Engagement is a key for our learning, as well as our students. IF they are not enrolled in the process, motivated by their interest then they will Keep replicating what they have done before Copy what others are doing, without fully understandinghence not likely to learn for themselves Are not likely to apply what they have learned, nor do any learning after class 17 18. Returning to the issue We are teaching curricula with very little professional value Assessment does have to be dealt with Ultimately we are only looking for 2 key factors Has their language improved? Has it improved enough to go to the next level? The key factor I believe for us is to provide an environment where the language learning for our students is maximised. 18 19. Curricula/Learning I have tried today to provide a bit of balance to this by looking at the part we dont look at too often. I have not provided answers to problem, merely offered some input that may help stimulate some reflection about this core problem that faces us all. 19 20. Thank you for listening and participating! 20 21. For more information go to: strategiesinlanguagelearning.com Or find Andrew Weiler at andrew@strategiesinlanguagelearning.com YouTube: https://www.youtube.com/user/LearnLanguageCoach LinkedIn: au.linkedin.com/in/andrewweilersill/ Twitter: @Andrew_Weiler Fbook: https://www.facebook.com/Language.Coach.Andrew.Weiler