Learner-centred facilitation of adult language learning¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The guide adopts Carl Rogers' view that "we cannot teach a person anything directly; we can only facilitate his or her learning" as its organising framework for adult language teaching. It holds that teaching should put the learner's needs at the centre, with "constant feedback between the student and the tutor, and by a mutual adaptation of behaviour based on students' needs, wants and expectations". In language teaching this operates through two foci: a flexible syllabus amended in response to student wishes, and flexible methodology that keeps students active and performing the language. The tutor's role is to recognise growth points and facilitate their development.

Design Implications¶

Context¶

Requirements¶

• Tutor awareness of students' varying motivations, expectations and needs
• Feedback dialogue between tutor and students to surface needs

Constraints¶

• Some students are unused to learner-centred methods and may feel uncomfortable with exploratory approaches

Target Learners¶

• adult foreign language learners in adult education classes

Target Learning Objectives¶

• communicative competence in a target language

Claims¶

• One adult educator's first-person reflection reports that facilitated class discussions left her feeling empowered as an individual contributor [+W]

Related Theories¶

• Person-centered (client-centered) counseling and psychotherapy as Patterson articulated it
• Person-Centered Psychology

Examples¶

• Tutor-led strategy set for effective adult language lessons: structure, small steps, early success, continuous practice and constant re-use

Key Sources¶

• Arthur, L., & Hurd, S. (Eds.). (1992). The Adult Language Learner: A Guide to Good Teaching Practice. Centre for Information on Language Teaching and Research. https://eric.ed.gov/?id=ED352829