Learning is a life-long process that varies in its intensity depending on personal motivation, opportunity, expectations of others, the need to know and their financial and scholastic capacity.

Positive learning outcomes are maximized and the learning process are most effective when the learning environment is non-threatening, comfortable, adequately equipped, supportive
and “owned” by the learner.

Learning is most effective when it begins with the “simple” and the “known” and sequentially proceeds to the “complex” and the “unknown”, building on the foundation of a learner’s prior knowledge and “environmental” experiences.

It can be accelerated by using technology that enhances traditional auditory, visual and kinesthetic teaching techniques, e.g. computers, power point presentations, videos, DVD’s and CD’s, tape recorders, video cameras, television, etc.

Every learner should be seen as an individual and teaching strategies used should, as much as possible, be learner-centerd, whereby, initial, teacher-direction and demonstration gradually results in exploration and discovery on the part of the learner, particularly by applying the 4S Skills Transfer technique, to the point where the learner “owns” the learning process.

In pursuing a learner-centered approach to teaching, tutoring and training, prominence must be given to the concept of the student being “an independent learner”.

In turn, the teacher, tutor or trainer should adopt the role of guide, facilitator, mentor, counselor, adviser and the person to whom the student later turns to for confirmation, correction, conferring
and commendation.

The objective of any learning process, including the acquisition of English language skills, is the development, exploration, repair, reinforcement and on-going enhancement of conceptual understanding. Providing opportunities for learners to think critically and creatively about the English language – to solve contextually-related problems - and to make appropriate decisions in relation to the use and function of words and constructions are keys to achieving this goal.

Factors such as gender, socio-economic status, cultural and linguistic heritage, and even city and rural living, can influence and shape an individual’s attitude towards learning. Developing a relationship and rapport with each learner is crucial for effective teaching, i.e. knowing as much as possible about them, their full name, their family, their special interests and personal likes and dislikes, their pets, the things they like to do, etc.

ESL Learners

Many ESL young learners usually only voluntarily respond verbally in English language situations when they have to or are expected to do so. Therefore, their involvement needs to be “drawn” and encouraged using a variety of teaching styles and methods.

Young ESL learners can often take a long time to express themselves in an English language exchange and need to be given sufficient time, incentives and encouragement to do so.

ESL learners may lose their initial motivation over time and become bored, tired and non-receptive
when their interests are not considered.

Variations in the teaching techniques being used can be the solution especially using “art-based” activities such as music, songs, painting, drawing, designing, drama, games, craft etc., all of which give the sense of purpose, meaning, enjoyment as well as a greater feeling of personal control.
Working in pairs and small groups are also effective, re-motivation tools and teaching strategies. Be aware or home-related issues that affect individual learner performance, e.g. partner, family, parental, financial, medical, sibling issues, etc.

Adopt a classroom a balanced policy of “Allowing Choice”, “Self Direction” and “Guided Learning” particularly in the productive skills areas of reading, viewing, listening and in drama, music and art-related activities.

English language learners need classroom language encounters that are built around real, meaningful experiences that are relevant to the world in which they live.

These language encounters also are developed through group studies or individual research projects in which learners gather information, e.g. animals that are found in their region or country, local foods, nearby geographical features, nationalistic symbols, e.g. flag, anthem, etc.

Where an ESL learner is from another cultural background and may have experienced a different learning style, the importance of using learner-centered, teaching strategies and techniques becomes paramount if learning outcomes are to be realized and objectives achieved.

To this end, teachers need to commit themselves to study and research the learner’s former educational environment - and where possible, build a meaningful bridge from the past to the present using material and methods that are culturally relevant and appropriate.

(The author Keith W. Wright is a former politician, an educator and the director of the Australian InternationalLanguage Academy. E-mail questions to Outreach Publications at contact@4sliteracy.com or youth@mb.com.ph).