Teaching Adult Second Language Learners

A Book Review by Carolyn Harding

Teaching Adult Second Language practical ideas on how to do it. Learners has a great deal to offer McKay and Tom believe strongly that to both new and experienced teachers. ESOL classes should focus on helping The authors, Heather McKay and students use the language. For learners Abigail Tom, have been teaching to achieve enough confidence to use English to adults for many years. new language, they need to be comBecause their classroom experiences fortable in their class environment are similar to those of adult ESOL so that they are willing to try out teachers in Virginia, I found the new vocabulary and structures, and material in this book practical, real, able to make mistakes without fear and easy to use. Many of you who of embarrassment. To help the have attended their workshops at teachers accomplish this goal, the ESL VAILL have commented on the authors include specific suggestions effective, useful, and engaging les- on arranging the classroom set-up, sons they demonstrate. In this book on establishing possible opening and could evolve into a class they share with language teachers closing routines, and on managing project with students doing research everywhere a rich compilation of pair and group work. on the internet or in the library on what works for them. places they would like to learn more Almost 200 pages of the book are about. Further, they could produce In the Introduction to the book the devoted to theme-based units that a book of favorite places in the authors set out some basic information contain multiple lesson plans per community and distribute it to other teachers need in order to plan and unit. The units are based upon the classes. The lessons in this book deliver an effective class. The topics assumptions spelled out in the offer the possibility of creating many covered are: Introduction; language is an interresuch extensions. • What do adult learners bring to lated and meaningful whole, learning a class? language is an integrated process, The activities chosen for the lessons • How can teachers gather information mistakes are a normal and necessary represent many different kinds of about their students? part of language learning, classroom interactive strategies: information • What assumptions about language atmosphere affects learning, and the gap, jigsaw, sentence strips, surveys learning underlie this book. learner is an active part in the learning and questionnaires, dictation, riddles, • How do you plan a course? process. Therefore, they organize the discussion cards, matching games, • What makes a balanced lesson? units around themes with the four bingo, describe and draw, repair of • How can a teacher work with a language skills (reading, writing, split dialogues, and problem solving. multilevel class? speaking, and listening) addressed in These activities are fun, they encourage Each topic, summarized in several the context of the theme. students to use the language, they paragraphs, could provide the basis appeal to different learning styles, for a training course for new teachers The themes covered are personal and they encourage learners to take or a discussion group for experienced identification, family, community, an active part in their learning. By ones. For each topic, the authors food, clothing, housing, health, work, using the strategies in these lessons as provide clear handouts for readers and money. One of the lessons on models, teachers can create similar to copy and use successfully in class. community appealed to me. Students lessons on different topics as needed. For example, to assist the teacher in first interview each other and then gathering information about the people outside of class to find out learners, one handout provides the their favorite places in the community. teacher with suggested interview questions while a second lists inter- This survey activity can serve as a esting writing prompts. model that can be adapted to many different topics. In addition, learners In the second part of the book, the can write their own surveys and authors emphasize the value of forming interview classmates about any topic a community of learners and give of interest to them. This activity

PROGRESS NEWSLETTER 12 Teaching Adult Second Language

Learners is a treasure trove for teachers to select from according to their needs.

Carolyn Harding is a former program specialist for Adult ESOL in Fairfax County.

WINTER 2003