Hi all
I'm about to start my MEd dissertation. My still rather vague topic is 'The role of the teacher in an effective EFL learning environment for adults'. I feel at least to interesting question are involved here.
One is the notion of an effective learning environment. The literature mentions that in an effective learning environment, a wide range of factors is at work, many of which concern the teacher. The term effective learning environment crops up here and there but there's no accord as to what it comprises.
The other issues that concerns me is the notion of adult ELT and whether effective learning environments for adults and children/adolescents differ.
Can anybody direct me to interesting resources or theories?
Thanks a lot. I appreciate your help.
Nico
looking for resources/theories adult EFL
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LarryLatham
- Posts: 1195
- Joined: Thu Jan 16, 2003 6:33 pm
- Location: Aguanga, California (near San Diego)
You've bitten off a large bite, Nico. 
It certainly is an important question that you've posed, but I fear you'll have to narrow it considerably unless you're prepared to write a series of books. I think you'll have to define "effective EFL learning environment" for yourself, as I don't believe there is anything at all like consensus on what that is.
It may also be true that what it is for children could be quite different for adults. And it's also quite conceivable that what it is for one group of adults (or children) might not be the same for another similar group, simply because of the particular group dynamics that obtain. As you suggest, there are probably a wide range of factors at work. Holding all these constant so that one particular variable can be studied is nearly impossible, and that is what makes research in education so problematic.
I wish you good luck. I think you have a formidable task ahead of you. I wish I had more or better advice. Maybe others will have.
Larry Latham
It certainly is an important question that you've posed, but I fear you'll have to narrow it considerably unless you're prepared to write a series of books. I think you'll have to define "effective EFL learning environment" for yourself, as I don't believe there is anything at all like consensus on what that is.It may also be true that what it is for children could be quite different for adults. And it's also quite conceivable that what it is for one group of adults (or children) might not be the same for another similar group, simply because of the particular group dynamics that obtain. As you suggest, there are probably a wide range of factors at work. Holding all these constant so that one particular variable can be studied is nearly impossible, and that is what makes research in education so problematic.
I wish you good luck. I think you have a formidable task ahead of you. I wish I had more or better advice. Maybe others will have.
Larry Latham
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LarryLatham
- Posts: 1195
- Joined: Thu Jan 16, 2003 6:33 pm
- Location: Aguanga, California (near San Diego)
There is one more thing that I'll suggest to you, although you probably won't like it.
What seems to be obvious to anyone who looks is that there are a rare few teachers who are a quantum leap ahead of the other 99.999% of all teachers. There is a magic in their classes that cannot be denied. Students thrive there, and learn there far beyond whatever may be in the course syllabus.
Because so very many teachers are mediocre by comparison, and nearly all (or at least most) of them have had teacher training, it does not take much intellectual energy to conclude that there's something about teacher training that doesn't work. Perhaps the very idea that there could be some "method" for teaching, some "effective [EFL] learning environment", that will enhance success (for students) is wrong.
Brilliant teachers are often singled out as stars, and held up for approval. (What else can the establishment do???) But I am not aware of much effort in the education establishment to objectively study these teachers to see if they have elements in common. Why are great teachers great? What about them (as a tiny subset of all teachers) makes their classes come so alive? Could other teachers learn what the stars know to become better teachers themselves? Are great teachers just born that way? Perhaps these are questions which might interest you.
Larry Latham
What seems to be obvious to anyone who looks is that there are a rare few teachers who are a quantum leap ahead of the other 99.999% of all teachers. There is a magic in their classes that cannot be denied. Students thrive there, and learn there far beyond whatever may be in the course syllabus.
Because so very many teachers are mediocre by comparison, and nearly all (or at least most) of them have had teacher training, it does not take much intellectual energy to conclude that there's something about teacher training that doesn't work. Perhaps the very idea that there could be some "method" for teaching, some "effective [EFL] learning environment", that will enhance success (for students) is wrong.
Brilliant teachers are often singled out as stars, and held up for approval. (What else can the establishment do???) But I am not aware of much effort in the education establishment to objectively study these teachers to see if they have elements in common. Why are great teachers great? What about them (as a tiny subset of all teachers) makes their classes come so alive? Could other teachers learn what the stars know to become better teachers themselves? Are great teachers just born that way? Perhaps these are questions which might interest you.
Larry Latham
Vocation
Good morning all!
I'm with Larry on this subject.
First of all, Nico, I would say "get thee to the library". You have a couple of years of pouring over books and taking notes and writing bibliographies ahead of you, if this is a thesis, you will be expected to have done that. The information you find will help you to either perceive or create the web of connections that represent the current "reality" of teaching.
My second suggestion would be to go to all of the learning institutions you have at hand, with a clear plan, and request permission to observe classes. Do interviews with all the teachers you can find willing to speak with you. Write about those teachers, don't rehash what others have already put in print.
I personally believe in psychic races. Some people belong to the race that would include statesmen, actors, writers, teachers. Communicators. Belonging to that race makes it easier to choose one of the vocations that that race involves. Perhaps teaching is a vocation (for what we are usually paid, in my opinion it is a vocation!).
In any case, break your theme up into more detailed catagories and organize your thoughts. Like I said, you have a couple of years of heavy-duty observation ahead of you, even before you begin editing your own thoughts. (Hope I don't sound too patronizing there.... )
peace,
revel.
I'm with Larry on this subject.
First of all, Nico, I would say "get thee to the library". You have a couple of years of pouring over books and taking notes and writing bibliographies ahead of you, if this is a thesis, you will be expected to have done that. The information you find will help you to either perceive or create the web of connections that represent the current "reality" of teaching.
My second suggestion would be to go to all of the learning institutions you have at hand, with a clear plan, and request permission to observe classes. Do interviews with all the teachers you can find willing to speak with you. Write about those teachers, don't rehash what others have already put in print.
I personally believe in psychic races. Some people belong to the race that would include statesmen, actors, writers, teachers. Communicators. Belonging to that race makes it easier to choose one of the vocations that that race involves. Perhaps teaching is a vocation (for what we are usually paid, in my opinion it is a vocation!).
In any case, break your theme up into more detailed catagories and organize your thoughts. Like I said, you have a couple of years of heavy-duty observation ahead of you, even before you begin editing your own thoughts. (Hope I don't sound too patronizing there....
)peace,
revel.