Adult Language Learning Trends
Gabriella Kovacs MA, PCC
??Programmes for Communication Wellbeing Outdoors ?? ICF Certified Coach ?? Teacher Trainer
It seems many people still believe language learners should be spoon-fed, among others teachers themselves; the language industry is fully dependent on an image of teachers from way back explaining to rows of diligent students with textbooks open and eager looks on their faces… Wake up call. No time, no motivation, no books, please. This is the reality language professionals are facing – and this is not the exception. A growing number of teachers are experiencing this change of expectations and needs of learning a language from the learners themselves. How can this be built into curricula, syllabi, training programmes? No time, no motivation, no books – a tough call, to say the least.
Adults should not have to walk into a training room/classroom and suddenly feel pulled towards their last (language) learning experiences, which may have been 5-10-15+ years ago and it does not resonate at all with the way they are learning in other areas now.
Consider these:
- How am I learning now at home (cooking, DIY, sports, parenting)?
- Where do I obtain information from to support the learning I do?
- In what way do I develop my skills at my workplace?
- How much time do I regularly take to learn?
- Is learning an activity I do with a high degree of awareness in my everyday life?
Fewer people might answer: formal training and classes for all.
Wouldn’t it be ideal to have learners say the course/programme was less stressful and more engaging, used a variety of relevant resources, had short- and long-term results, impacted more areas of their lives… instead of low turn up, often pointless detailed grammar instruction and traditional methods of teaching - no wonder learner attendance declines and it seems little can be done to increase effectiveness in this.
Which direction should language learners take?
Does this mean learners can utilize various approaches to learning and reap the benefits simply by not learning in a traditional way and preferring more unusual options? Of course not, but combining the two will support each other and they will be able to reach their goals sooner than they had hoped.
How can you create a balance between these learning options? Unless someone guides a learner along the way, it can be a classic scratching your head situation. Guide, not tell them - big difference, and no, not a spoon-feeding option.
Taking the time to think through what exactly their goals are with a coach who will challenge learners and support them on their journey towards finding their learning identity is a new concept language learners, HR/L&D and language professionals themselves should reckon with. This journey will reap more benefits, and save time and energy in the long run. From procrastination and self-inflicted negative thoughts (for some) to a positive outlook and enjoying the endless possibilities learning can provide – bridging this gap is essential and fuels the language coaching process to maintain a healthy approach to learning and using languages in a global environment.
Yet again, ask yourself:
- Is completing the book/training a tool for progress or the goal itself? Ticking the checklist – is that all?
- Am I still looking for the right rhythm to develop in, to become attuned to my true language learner self?
- Am I still thinking why I can’t instead of how I can?
- Is my motivation only to reach goals, not support the creation of the best possible path leading there?
Where could this all lead?
Handling adults as adults – that is what coaching does. Giving them the freedom and responsibility to make their own decisions concerning their learning and have a personalized strategy to keep them on track.
Language coaching, as defined by the International Language Coaching Association https://internationallanguagecoaching.com/language-coaching supports language learning and language usage issues. Adults with at least a CEFR B1 level of language knowledge do not need guidance focusing purely on grammar and vocabulary, particularly in a business/corporate environment. The underlying issues are mostly about finding identity and an individual communication style: reinvention of the self in the target language and working in partnership with a language coach to move from average to unique communicators in any situation with less stress, more control and the motivation and drive to develop skills and competencies many teachers and even trainers find challenging to address.
This article has been written & revised upon request from the Communication and Languages LinkedIn Group - Check them out and join for exclusive content: https://www.dhirubhai.net/groups/4824089/
All photos: unsplash.com
Should you feel inspired, as a language professional to find out more about language coaching, check out our website focusing on you, the language professional wishing to excel and provide better services to learners. https://internationallanguagecoaching.com/
Gabriella Kovács ACC, internationally certified language coach and business communication trainer, language teacher (B.Ed., M.A.) and trainer specializing in training language teachers.
Her private and corporate clients are the basis of her professional portfolio, where her specialization field is one-to-one and small group language coaching in Hungary, where she is based.
Her mission is to provide trainings and workshops for teachers and working internationally also from 2019 through a new platform for language coaching called ILCA, the International Language Coaching Association, of which she is co-founder of, heading a team of 10+ dedicated professionals supporting language coaching.
We show you how to learn to speak like a local so you can land "that" job or promotion.
5 年Gabriella, Great to read that people are looking beyond the practices that for so long have fettered teachers and learners. In this post, you seem to move between coaching and teaching seamlessly. I agree that there are MANY similarities...however, there are also differences AND benefits to be had for the coach as well! :-). I thought I would add a little here to the ideas you put forward. I suspect though that we would agree on all! As a teacher of some 40 years moving to coaching, I have called on all I have learned and done as a teacher but the experience has been very different. Working with a person for 1 hr/ week forced me to become very pointed in what I do. In some way what I do now is the same as what I did when I worked in classes...but the "how" of course has varied. Having to focus everything into 1 hour sessions 1/week creates new insights and ways of working...for me. Here are three key issues I work on with the clients I have - high-level English learners (IELTS 7 and above): 1) mindset issues around their own beliefs and biases that can undermine their progress and what they do 2) a lack of a "real" understanding that language is a skill, not knowledge and the implications that go with that. For eg, what basketball player ever studied or memorised their way to success? 3) no systematic way of addressing the entrenched issues that they have or how they will continue to improve to native-like levels on their own...after they have left me. Dealing with each client in this environment is a much more personal experience.? I have to work in ways that empower and engage them so they want to do more and more. That is the art that keeps me on my toes. Being watchful and alert is what I have to be if I am going to provide what is needed for them to be the same in front of their all their English experiences.
Business English & Soft Skills Trainer | Helping Corporate Professionals Speak and Think Confidently in English
5 年Thanks for this, so agree with what you have said.? Now following you and have downloaded the Language coaching booklet as well.??
Coaching Mindful ESL teachers to become successful Edupreneurs and Language Coaches by making their city their classroom! ???? ∞ Edupreneur ∞ Speaker ∞ Author
5 年Thank you Gabriella Kovacs ACC?for sharing this.? We learn by doing and language learners are frustrated learning online, in a classroom and need more REAL/HUMAN engagement. Being able to make a plan to guide and empower your learners/clients to effectively communicate in a global environment is vital. A success Language Coach should be able to equip their learners with the necessary communication tools so that they become autonomous learners and achieve their respective English language goals. #experientiallearning?#trusttheprocess
CEO of Language Bridge Technology, Inventor of Subconscious Training in English Skills
5 年Gabriella, You are the best language coach in the world without any doubt! However, I doubt that your statement is correct: “A coach will challenge learners and support them on their journey towards finding their learning identity… and an individual communication style.” It creates the illusion that if a learner will find his learning identity and communication style; he will be able to become fluent in a foreign language much faster. It reminds me why the widespread belief in "learning styles" is not just wrong, it's also dangerous. See, for example, https://bit.ly/36KmJX7. I believe that the main objective of a coach is to create the environment for self-learning a foreign language that could be used by learners during coaching and after coaching has ended. In other words, a coach needs to implement an application for self-learning using a new method because all known traditional methods of teaching have a very high failure rate. Language coaching is a learner-centered process in which all learners concurrently practice the target language 80% of the class time in an environment created by a coach. The environment allows all learners continuing practicing the target language after the coaching session has ended. In other words, the transition from teaching to coaching would not be successful without demolishing first the traditional methods of learning and establishing a new learning paradigm that will ensure the success of all components of coaching.
Professor of Intercultural and International Management, Program Director of International Business Management (B-IBM & MIBuMe), Researcher
5 年thanks for your perspective, Gabriella!