Lifelong Learning in English Teaching and Learning

Franklin Cárdenas González

Bogotá, September 20th

2011

Professional adapting skills

Teachers: No difference Information available in the foreign lang. and students' needs

Avis, Fisher, Thompson, 1997:

Language in constant evolution. New Lexis and teaching techniques.

Constant development? L.L. process:

Continuous

Spontaneous

Motivational

Effective performance

Autonomous

Aims • LL. contributor to success of learners and

teachers (account of LL + current situation).

• Implications.

Lifelong Learning Every learning situation: Johnston, R. in Leicester and Field 2000.

Learners decide and embrace learning situations: Nyerere, J.

Students argue:

Dodds, 2001: Inspire students.

Information gathered:

Research, theoretical framework:

Personal proposal LLL.

Students' demotivation

Causes: - the teacher

- the context

- the way English is regarded

- lack of motivation

Teachers’ Weaknesses

What about us? • No engagement.

• Workplace!

• Students feel lack of enthusiasm. Teacher: touch students and change attitudes.

• Belief: Salary, set for life. Practical?

• Working place: Seldom use of English

• S+T=LL option

G+T > V+P

Teachers making sense… • Green, C: Low affective drive.

• Intrinsic (Ushoda,1996) = embracing goals.

• Relevance, students own L. process: Interests = engaging activities = focused.

• Constraints: Lack of context.

Wallace, 1998

fluency Pedagogical ground

o Comfort Zone: Self aware (Osdenis, 1996).

Conscious of weaknesses Confidence.

o Model: Meticulous Preparation –Perform: vital for imitation.

o Pronunciation (Bobda, 1993): avoid misunderstandings:

o Stress, repetitions. NP: Unachievable? (Hewings,2004).

o Risk of fossilisation (Harmer, 2001): No motivation + repetition of patterns.

o Danger in learning process (Wallace, 1998): Boring lessons, wrong books, feedback and misuse of techniques.

o Classroom research (Blaz, 1999), Raise teachers' voices (Fitchman, Hendol,2008): Great impact.

More benefits for teachers • Identifying students’ difficulties + insightful professional

instructional experience (Harmer, J: 2001)

Mutual commitment !

• Learning new things every day: Right attitude. Effective teaching is effortless ( Martin, Piconne, ASCD 2009).

• Medgyes, 1994. Native speaking proficiency: Model. Command of English: biggest tool.

• Effort: Change of attitudes: Alert and ready, using our own learning strategies. Objective: Students becoming permanent users.

• Avism 1995: Teach them to learn.

o Perkins-Salomon, 1988: Students need guidance to apply strategies: Teacher's Expertise.

o Sensitive to difficulties (Medgyes, 1994). Our perspectives to LT, a desired model to be imitated.

o Direct insight into similar process for other non native speakers. (O`neil, 1994).

o Keep their interest going (Harmer, 2001): Best approach and classroom techniques Students` reflection on their learning experience = autonomy.

o Dam: No withdrawal of support,

but paving the way for

Only with o Right motivation

o Prioritization of stimulating strategies

o Learning process will be established.

o Teacher using his LL strategies: autonomy

communicating for support and guide to Students’

Conclusion “…What if we assume that learning is

much a part of our human nature as eating or sleeping, that is both life sustaining and inevitable, and that given a chance, we are quite

good at it”.

Wenger, 1998.

Thanks for creating lifelong

learners!

Franklincardenas@gmail.com