Mature learners need maturity in teaching

By Simon Marcus Gower

JAKARTA (JP): Adults face greater challenges when learning a language than children. This may appear to be a subjective statement but scientific research has shown that the older the learner is, the harder it is for them to achieve success.

Researchers have shown that the development of specialized mental functions, (like linguistic skills), begins in childhood and is effectively complete by the time one reaches puberty. This does not mean that in adulthood the ability to learn languages is precluded but it does indicate that a learner's ability to learn is at its height during the formative years of childhood.

During childhood, "automatic acquisition" is most likely; from exposure alone language may be acquired. In adults the ability to acquire a language via "subconscious" means is comparatively limited. Thus for adults the process of learning a language becomes more of a conscious effort and more demanding intellectually. Consequently, it becomes the task of a teacher of adult learners to seek to alleviate these demands.

Adults may, though, possess beneficial learning skills. While adult learners may be less well equipped to use "subconscious learning" that would arise from mere exposure, they may possess cognitive abilities that may help in their learning. For example, an adult may possess the ability to grapple with abstract concepts. Similarly, an adult may be equipped with organizational skills that allow for abilities to classify, generalize or order learning. These are beneficial skills that sophisticated teaching should build upon.

With such cognitive skills adults can be efficient in learning. Mature learners may be better able to appreciate the mechanics of a language thanks to their intellectual organizational abilities. But a fracture may occur between the intellectual appreciation of "mechanics" and the application of such theory. Maturity in teaching of mature learners should respond to this. While mature learners may be able to exercise their cognition advantageously in their learning, this same cognition may have a negative influence.

With an established cognitive state, mature learners are liable to be self-conscious in their learning, and this may reduce their open-mindedness to language acquisition. With their familiarity with their first language, adults may unduly preclude receptiveness to a different language system. They may revert to their first language or be learning via translation, and thus may never achieve any real degree of fluency. A mature learner may prove successful in understanding how the language works (theory), but may struggle to be productive in using this knowledge (application).

There are, then, a variety of issues that teachers of mature learners need to consider, but how can teachers ensure that teaching is appropriate and compatibly mature? Circumstance will largely determine the approach. But teaching ideas may be proposed to help:

* Mature learners are likely to have studied the language previously and thus knowledge of their existing skills is important. Giving them the opportunity to share their learning experiences can help develop both individual and group confidence.

* For adult learners, it may be important to be careful to introduce activities so that their rationale is clearly understood. The learner with an understanding of the objective may perform better "en-route" to that objective.

* Clearly articulating "rationales" will also permit appreciation of the strengths and weaknesses of the learners, i.e., if they are able to see the reasoning behind activities it may clarify assumptions as to their abilities.

* Developing an appreciation of future plans and aspirations of learners is vital. Knowledge of their expectations helps to build responsive teaching.

* Mature learners may be motivated but may also have other commitments that demand their time and this may impinge upon their efforts. Thus awareness of the present is also important.

* "Other commitments" may prove a driving force. If their learning success is closely allied to performance in employment they will take their learning seriously and they may demand that their program of learning is appropriately serious. This means balancing "serious aspirations" with the widely held doctrine that learning should be fun.

* Learning can be an encounter with vulnerability. Not knowing or being able to do something can be unsettling. Thus a teacher should alleviate such disquiet and build confidence. When mistakes are made, giving a learner the opportunity to "save face", rather than suffering doubt that diminishes confidence, will help.

* It is critical that mature learners are treated with maturity. Children can object if they are being treated in a patronizing or even demeaning manner. Adults may simply "switch off" or utterly reject such teaching. It is essential that mature learners be respected. They will bring with them many experiences that deserve respect. A mature teaching approach will not only prefer such respect but also capitalize on such life experience.

* Making learning contexts relevant to the learners' real- world experiences will incorporate a major factor in any learning process -- namely provide motivation to be active in one's learning. In this way, the teacher may instigate interaction between mature learners that may prove beneficial. Providing real-world scenarios may avail the opportunity for students to impart knowledge to each other that is stimulating to their learning.

The role of the teacher for mature students needs to be a sophisticated one. One that rises to the distinct challenges that may be encountered. The aforementioned points may help in reaching toward such sophistication but the subtle role that a teacher ought to play in the learning of adults should be recognized. This "subtle role" means less of being a teacher and more of being a trainer: a helping hand for the mature learner toward the goals of understanding and better ability as a result of learning.

The writer is a director of academic English at International University Transfer Programs, Jakarta.