Bringing Focus to Independent Study

My beginner student, Natasha, was recently swept over by a wave of determination and decided to do more studying than usual. Unfortunately, her ambitions, though admirable, were not realistic. When she expressed frustration and admitted to being overwhelmed to the point that nothing was making much sense, I asked questions to identify the problem. It turned out that she was sitting at the dining room table with all the notes from every lesson we ever had along with our current textbook and other books from her collection of English language resources.  Her laptop was there, too.

In my Study Tips for independent learners, I stress the importance of setting realistic goals and choosing resources wisely. I’ve also shared a Goals Sheet on this blog in the past. The problem is that Natasha’s level doesn’t allow her to easily read my Study Tips or answer the questions on my Goals Sheet. I thought we had settled on a plan for the time being, so I didn’t consider the possibility of there being difficulties during her independent study time. We’ve been working with a reading-vocabulary textbook for the past few months, and I’ve assigned a few extra speaking and listening tasks. I’ve also made suggestions for extra practice. For instance, I encourage speaking aloud while doing housework, that is, narrating what she sees, what she’s doing, what she plans to do next.

After realizing that Natasha was trying to accomplish too much in too little time with too many different resources, I understood that we needed to develop a clear study plan right down to the the number of minutes and the sequence of tasks I wanted her to do each time she sat at the table to study. We began by acknowledging that weekends were out. Then we agreed that a minimum of fifteen minutes each weekday was realistic. Many days she would be able to do more, but given that sometimes her children get sick, errands outside the home pile up, etc., we agreed that even on a challenging day, finding fifteen minutes was possible. I then requested that she limit her resources for the next month to our current textbook and a few videos that I would assign. I explained how she would use readings in her book for those 15 minutes. We also agreed on goals that she would meet by the end of next month. One of those goals is to learn two children’s songs, which she can sing with her younger children. Of course, it’s possible to learn more, but I stressed the importance of setting a goal that was manageable. “Within one month,” I asked, “can you learn just two songs?” She confirmed she could.

I feel Natasha and I are on the right path now at a pace that is realistic. Based on this recent experience, I offer my Individual Study Plan_handout to other teachers who must guide the independent study of learners. I hope it makes your shared path clearer.

How to Teach Large Classes: Mission impossible?

I recently shared ideas on one the the TESOL e-lists I subscribe to. One teacher is working abroad and facing a large class of over 40 students of mixed levels. The primary skill that needs to be addressed is conversation. Although I already made a number of suggetions for the teacher to consider, the wheels in my head are still turning. Perhaps if I flesh out one or two more ideas, you might be inspired to offer your own. Then I can send a link to our fellow teacher in need.

I don’t have experience teaching large groups on a regular basis, but one of the strategies I’d apply in that situation is establishing a routine. For example, in a 2-hour session, I might start with a whole group warm-up, followed by small group activities that mix students of different levels. Another whole group period could focus on a new skill area, and then the next small group or pairwork period would allow students to work within their own levels. A final wrap-up would bring the class together and give a sense of community. If the routine were followed each day, classroom management would be easier.

I also think students in large classes could have some independent tasks, some of which might be selected by the students themselves. Giving students a limited number of choices empowers them without overwhelming them.

As for activities, I’ve already suggested everything from a spin on the LEA to group surveys to whole class story building (to produce a text that allows pronunciation practice and speaking practice via retelling). Here’s another idea I’ve been trying to flesh out: class presentations by groups of mixed levels. Could it be possible to have about 5-6 people in a group to present on a theme? Each member makes a small contribution that is appropriate for the student’s level. For example, a group can make a presentation on a great place(s) to visit in their city. Breakdown of tasks:

Student A (basic) – Introduces topic. “Our city has museums. We have an art museum. We have a science museum. We have other museums.”

Student B (basic) – Focuses on a subtoipc. “We want to talk about the art museum. We all go to the art museum. We like the art museum. We see a lot at the art museum.”

Student C (intermediate) – Gives practical information. “Do you know where the art museum is? I can give you directions from our school to the museum. First,…”

Student D (intermediate) – Gives more practical information. “I went to the art museum. I liked the paintings. It’s hard to see everything in one day. I think you should go and spend one morning just seeing the paintings. They’re on the first and second floors. My favorite one is…”

Student E (advanced) – Can relate a personal experience or express a personal view. “I’ve been to the museum a few times. The last time was about a month ago. I was impressed to see so many children at the museum. My first trip to the art museum was at the age of 20! I think all children should see art at an early age…”

With adequte preparation time, the group should be able to assist one another and agree on the order of speakers. The teacher should clearly state tasks according to the levels and set a firm time limit to allow all groups to present.

Possible themes for student to choose from: sports teams (in their city or country), good places to eat in town, best dishes to cook for a family, how to throw a party, saving money, good ways to study English, where to shop for clothes, public transportation.

Replacing Miracle Methods with Sound Advice for Language Learning

Learners frequently reach out to me through email and public comments to ask for advice on how to learn English. Sometimes they’ve already found an attractive method or strategy, but they want to know whether I believe it will be effective for them. One student recently discovered a particular method that recommended a daily dose of reading. That sounds good, right? The logic was that with enough input, there would be output (production). Well, the problem was that the target number of hours was six. Is that realistic for everyone? No. Even if you count the street signs, billboards, and other written forms of communication a person encounters in an English-speaking country, it would be hard to devote a full six hours in a typical day to reading English.

To be fair, these “miracle” methods (Learn English in 60 days! Lose your accent or your money back.) all have something positive and logical to consider. They promote repetition and consistent practice. They emphasize the learner’s responsibility. However, what few of them seem to address is learner individuality, that is, differences among learners, from their work or school schedules to their learning preferences.

I believe that language studies can be a very individualized experience. I’m not the first to say that what works for one person may not work for another. A reading-based method may lead to great results for one intermediate student, but another student may have different goals and different strengths and, therefore, may benefit more from a conversation-based approach. Similarly, one beginner may fall in love with the idea of using flashcards. Another may prefer a different form of vocabulary study and review.

What advice is suitable for any and all language learners who wish to do some form of independent study to improve their English? Here are some of my suggestions:

1. Determine your goals and make sure they are realistic and specific.
2. Determine how much time you have to devote to your language studies.
3. Find appropriate resources. Ask a teacher for guidance. This may include finding appropriate places for independent study besides one’s home. Alternatives may include a language lab, the local library, a student center, etc.
4. Develop a routine and/ or form of practice and be faithful to it. Again, ask a teacher for guidance if possible. It’s not enough to find a good textbook or website. You need to know how to use a resource to get the most out of it.
5. Don’t give up on a routine or form of study too soon. It takes time to see significant improvement. Don’t expect miracles in a matter of hours or even days.
6. Ideally, your form of study will address reading, writing, speaking, and listening skills. Even if you want to concentrate only on one skill, the others should be integrated.

For more specific suggestions, I offer a growing collection of Study Tips. If you have ideas for future Study Tips, I’d love to hear them.