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Tamar Mikeladze
Ed.D, English Language Teaching Methodology Telavi State University, Georgia
AFINLA 16.11.2013
Adult education
Every adult is a learner (Jarvis, 1995)
Basic human need
Benefits in economic, social and political domains (OECD, 2003) Liberal adult education is not degree-oriented, nor is its content regulated by law Instead, educational goals and content are decided upon by the administrators of educational institutions and organizations (Anderzn, 2012) Adult education and training is provided by some 800 institutions in Finland
Literature review
The report of OECD 2003 Beyond Rhetoric: Adult Learning Policies and Practices
Teachers need to be well trained with the range of adult learning processes and the attendant difficulties and they must choose the most suitable method to particular learners. As society is changeable so are jobs and it is important to reassess teachers jobs and skills, provide a clear definition of responsibilities and redefine priorities in terms of practice, approaches and the skills needed to fully develop their adult learning experience. p. 179
Immigrant Education In Liberal Adult Education Institutions 2010 (by Finnish National Board of Education, the
Finnish Association of Adult Education Centres (KoL)
Teachers must be given training that takes adult immigrants into consideration The state should use these institutions as educational forums and train a few teachers for this purpose.
Research goal
evaluate teachers attitude towards foreign language programs and adult learners in liberal adult education institutions in Turku, Finland.
determine what factors influence the successful language program according to teachers views.
Research questions:
What is the attitude of instructors toward the language programs?
What are strengths and weaknesses of these language courses?
Interviews an interview schedule or structured interview, which included open-ended questions and prompts for the interviewer to use. (Denscombe, 2003)
Participants
7 teachers from Turku Adult Education Center, 2 from Arbis and 1 teacher from Aurala. Procedures
Materials
Questions for the interview were divided in 4 categories: 1) personal data 2) teaching experience
Data Analysis
1 male and 9 female teachers
Finnish - 7, Russian - 1, Dutch -1, Estonian -1
Age groups
4 4 3 2 1 0 below 40 N 40 - 50
Overall teaching experience 16.3 years
3 N
above 50
Overall teaching experience 24.6 years
Finnish, English, Estonian, French, Italian, Swedish, Dutch, and Russian language courses MA degree 7 teachers, BA degree 3 teachers Teaching experience at the adult education center
N Teachers
8 6 4 2 0 0-10 from 11 above years to 20 20 years years N Teachers
last 2 months and classes are three times a week with the duration of 120 minutes.
regular courses
24 weeks of instruction. Classes are once a week with the duration of 90 minutes.
Effective teaching
Examples of Effective teaching
ineffective
pair-work
depends on learners mood discussion topics with students of low educational background
Frequenc y 1 1 1 1 2 2 1
reading unknown texts, games creative activities, speaking, pair-work audio, video, writing activities
1 1 1
1 10
10
Learners complaints
6 teachers answered that their students had any kind of complaints Textbooks / Design of textbooks not enough exposure to the target language
Fast/slow pace
Not understandable audio material Eager for more homework
Successful factors
The successful factors were divided into 2 groups related to the teacher and the teaching process.
According to the teachers answers the language courses are successful if the teacher: According to the teachers answers the teaching process is successful if: The textbook is chosen properly
is motivated
offers task-based activities prepares main and supplementary materials
Negative factors
The teacher cannot communicate well in instructional language and has difficulty in explaining material e.g. grammar The group is big, too much noise and not all learners have a chance to participate in classroom activities Younger learners want to proceed faster but older learners struggle with the current material Too much communication in the instructional language between learners and the teacher. Learners ask questions in the instructional language In the beginning there is mainly grammar instruction, which is difficult There are few instructional hours in a week (but perhaps more hours would be difficult for learners) which is not enough for language practice and retention The students miss classes. Even though there are online resources of the course, students do not study at home and they have to cope with the missed material. The teacher has little experience and she/he is not self-confident in the classroom The classes are in the evening, and teacher is usually tired at that time. The writing is not practiced with senior citizens.
Students attendance
Students miss classes Students inform teachers about absence and the reason.
Discussion/conclusions
Teacher training is one solution for the teachers who start work and do not have any guidance. Senior teachers can organize training or discussions to share their experience with young teachers.
Second, the communication between the teachers and course administrators/organizers should be improved.
Classroom size Group size Computer technologies (trainings/supply)
References:
Anderzn, J. (2012). Immigrant Education in liberal Adult Education Institutions 2010. Finnish National Board of Education and Finnish Association of Adult Education Centres (Kol). Burt, M., Peyton, J., K., & Adams, R. (2003). Reading and Adult English Language Learners. A Review of the Research. Center for Applied Linguistics. Denscombe, M. (2003). The Good Research Guide for Small-scale Social Research Projects. Open University Press. p. 166. Falasca, M. (2011). Barriers to adult learning: Bridging the gap Australian Journal of Adult learning. Vol. 51, November, p. 584. Freedman, L. (1987). Quality in continuing education. Jarvis, P. (1995). Adult and continuing education. Theory and practice. 2 nd ed. Routledge OECD, 2003. Beyond Rhetoric: Adult Learning Policies and Practices Schmidt, S. W. (2013). The future of adult education. Adult learning vol.24 N2, p. 79-80 Wrigley, H. S. & Guth, G.J.A. (1992). Bringing literacy to life: Issues and obstacles in adults ESL literacy: San Mateo, CA: Aguirre International.