Pan-SIG Conference 2008

Featured Speaker

Don Maybin
Department of Applied Computer Sciences
Shonan Institute of Technology

Presentation: Learning from Older Learners

At JALT's 2007 National Conference in Tokyo and the Pan-SIG Conference in Kyoto during May of this year, I described my experiences working with a range of mature learners in Japan and Canada as they studied English, as well as other languages. For each training context, I gave learner profiles, highlighted the challenges we faced, and described the insights I gained. These insights helped me develop various classroom techniques and, hopefully, become a better teacher. I have also been lucky enough to travel with many of my students to other countries and watched as they apply the strategies and languages they have learned with people overseas. All these experiences have helped me realize that language learning really is a lifelong process. It keeps our minds alert and makes life much more interesting.

Some of the insights I have gained from mature learners in my classes include the following.

Education does not equal intelligence. Some older learners did not have the opportunity or financial resources to attend university, or even secondary school, but this does not mean they are unintelligent. Some of the most intelligent, interesting people I have met do not have degrees, but they do possess amazing minds filled with life experience and knowledge.
　
Mature students are often more motivated. In most cases, older learners are in a classroom because they want to be there, not because the have to be. Unlike traditional students, who must attend to receive credits for a course, mature learners choose to be in our classrooms and often have clear motivations. In Canada, older learners have told me they want to understand more information on TV, get a driver's license, or talk more clearly with their grandchildren. In my present job, I have mature students who want to travel overseas, read a book in the original English version or improve their memory. These clear goals make it easier to focus our study sessions and keep everyone happy.
　
Classes that are social and enjoyable produce better results. One of my earliest teaching experiences was with a group of seniors on a Mennonite colony outside of Vancouver. The group was part of a long distance learning experiment being conducted by the University of British Columbia and everyone assumed that these older learners would score less than the younger groups being tested. Instead, they turned out to be the best. Why? The study required students watch an ESL program twice a week then attend a class for three hours on Saturday mornings. In the colony, there was only one TV and getting together to watch the ESL programs became a social event. As a result, all of the students were prepared in my classes, which had perfect attendance. Clearly everyone, including myself, was having a wonderful time as they proved that older learners can learn just as much ? or even more ? than their younger peers.
　
Mature students have the power to force instructors to design better classes. Some of my university classes have several senior individuals from the local community. They are older than I am, possess self-confidence, and unlike their more typical younger classmates, will question why we are doing a particular activity. They interrupt and make comments, ask questions, and even suggest completely new ideas for future classes. This forces me to think more carefully as I prepare a lesson, as well as to stay on my toes during the class, which is definitely a good thing.
　
Some people truly have "an ear for language". I once taught the president's wife of a large Japanese company. She was an older woman who had never learned English at school. Although her language was very limited, and she was obviously the lowest in her class of four women, she could mimic sounds perfectly and sounded almost like a native speaker with the little language she had.
　
Sounding too good can get you into trouble. When the company president's wife attended receptions with foreign clients of her husband, she could handle basic greetings and introductions; however, those talking with her often mistook her excellent accent as an indication that she was an advanced speaker of English. When the "conversation" quickly deteriorated, they discovered she wasn't to everyone's embarrassment.
　
A positive attitude and willingness to communicate is the key. I have traveled with several older learners who had very little language, but were willing to try. One woman, Nakagawa-san, was particularly special. Along with her daughter and two granddaughters, she took a trip to my hometown of Calgary and stayed with one of my aunts. Apart from a few key phrases (see below), Nakagawa-san’s English was almost non-existent; however, with a shy smile she would try to speak, drawing pictures and/or gesturing to get information or convey her ideas. Everyone could see how hard she was trying, so they tried, too. In the end, she was able to communicate ? and had a fan. As we were leaving Calgary, my aunt said "Bring her back again ? but this time stay for a year!"
　
Basic communication requires a little language and a lot of attitude. As I mentioned above, for some of my mature students, the willingness to try is crucial. I conduct research in other languages, then accompany the participants overseas for onsite testing. All of the learners have a low level of language, but the most successful are willing to take chances and not worry about mistakes. On the other hand, some key phrases make first attempts much easier. This language needs to be practical, flexible and give the learner some control over the conversation, including:
　　　　　Pardon me?
　　　　　More slowly, please.
　　　　　What does that mean?
　　　　　How do you spell that?
　　　　　You mean…? (with other words or gestures to confirm meaning)
　
"Mixing and matching" is important. Like all learners, mature students are a little nervous when they first arrive in class and tend to sit in a group, which then becomes permanent. Such cliques are not good in a classroom because behavior patterns form (for example, Student 1 always answers for the group) and the opportunity to share with other classmates is lost. To avoid this problem, I have students sit with different people in every class. By the end of the term, the class is truly "mixed", the atmosphere is relaxed, and new friends have often been made. Another aspect of "mixing" is to match students with complementary skills. This is particularly important when working with mature students. For example, in one of my presentation courses, I paired a well-traveled retired engineer who spoke excellent English, with one of my lowest level 19-year-old students who was a computer whiz. The engineer became a PowerPoint aficionado, while the younger man's English improved considerably.
　
Adjust for physical challenges. Generally, my classes are like me ? active and a little crazy. Once, however, I was surprised to discover a student with a walker entering my French classroom. He was 93 years old and determined to learn the language, and I began to panic. Could I adapt enough so that he could participate fully? Frankly, it wasn't easy. Not only did I modify materials and restructure lesson plans, but I had to make fundamental changes to my teaching style and become less animated. I constantly monitored not only what, but how I was teaching and ended each class exhausted from suppressing my energy level! On the other hand, the course was a success compared with past courses and I learned to be more flexible. Since then I have worked with students who are partially deaf or in wheelchairs and learned the best lesson of all: In the classroom, always put yourself in the student's position, no matter what his or her age.

Good luck with your lessons ? and keep learning from your students!