1. No category

How to Attract
Participation and
Increase Motivation
of Young Male
Learners
Love Language & more
Handbook for Trainers
PARTNERSHIP
Instituto Superior de Contabilidade e Administração do Porto – Portugal
WIN – Wissenschaftsinitiative Niederösterreich – Austria
KTP Společnost pro kvalifikaci na trhu práce – Czech Republic
INTEGRA, Inštitut za razvoj loveških virov – Slovenia
Univerza v Mariboru – Slovenia
QUALED, Obcianske zdruzenie – Slovakia
For non-commercial purposes, a download version of this publication will be available in:
http://www.love-language-more.eu/index.php
Project number: 2010-1-PT1-LEO05-05192
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information
contained therein.
CONTENTS
Preface
06
Language learning
08
Creating a positive learning atmosphere
10
Building positive relationships 14
Focusing on integrative motivation 21
The introduction of content-based programmes 28
Integration of gender sensitive teaching
32
Multiple intelligences
36
Content and Language Integrated Learning (CLIL)
44
Self-directed learning
50
Social skills training
60
Language portfolios
66
Web 2.0 in language learning
69
Further reading and resources
78
PREFACE
The “LoveLanguage and more” project aims at increasing curiosity to learn a foreign
language, to increase the motivation of foreign language learners and to keep young male
learners interested in order to prevent their drop-out.
Since this project was a transfer of innovation, the partnership has primarily analysed all
the existing materials produced by the previous “Love Language” project. Meanwhile a research
was also done with male students and teachers in order to identify themes / topics as well as
methodologies and technologies suitable to raise and maintain the interest of students.
As a result of this research and analysis, three products were created.
This Trainer’s Handbook offers to language course providers and their trainers and tutors an
attractive approach for young male language learners by introducing attractive learning contents
that reflect male interests and provide information that refers to the special requirements of
some target groups.
This Handbook provides theoretical, pedagogical-psychologicals aspects, practical ideas
and inspiration for facilitating language learning to young male leanguage learners, especially
to drop-outs, ethnic minorities, long-term unemployed young adults and socially marginalised
persons. The Handbook also addresses key actors for lifelong learning and language learning
training policies in order to inform people, responsible for the design of adult education
measures and stakeholders in education policies, on how to induce motivation among (male)
people who, for various reasons, have been reluctant to take up foreign language learning. It
also consists of several different theoretical modules that allow flexible utilisation according to
various specific requirements.
The Toolbox is designed for all adult education vocational qualification institutions and for
trainers. This new version encompasses the update of the exercises of the previous version as
well as new exercises. Whenever possible we tried to include the use of the web 2.0 to promote
interaction and dynamism among language classes.
Finally, the technical guidelines offer a simple way of using the web2.0 and the use of second
life intends to attract the attention and motivation of male students. This collection of materials
and methods can be used, because of their modular structure, for a wide variety of measures
and interactions.
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6
7
LANGUAGE LEARNING
At present more than 500 million people with different historical, social and cultural
backgrounds live and work in the European Union. It is more important than ever that
communication and exchanges between Europe’s diverse range of citizens should be
encouraged and promoted. Improving language skills is a central part of this process.
The European Union has undetaken a wide range of initiatives to promote the teaching
and learning of foreign languages in Europe. In the context of the Lisbon Strategy adopted
by the European Council in March 2000, the importance of foreign language learning in
raising competitiveness is being emphasised. In connection with the reforms of national
education and vocational training systems needed in order to achieve the Lisbon objectives,
EU education ministers have set themselves the goal of improving foreign language teaching,
encouraging language learning from an early age, and making learning
a foreign language more popular. The European Commission, in designing and implementing
the Multilingualism Policy, shall be supported by an Expert Group, established in 2002 under
the ‘Education and Training 2010’ work programme.
(http://circa.europa.eu/irc/opoce/fact_sheets/info/data/policies/culture/article_7315_en.htm)
Investigations exploring gender effects on adult foreign language learning unanimously state
the fact that language uptake is imbalanced between men and women and that language
courses usually have a larger proportion of female participants. After health and allied
services, foreign language is the second highest female-dominant education area, the ratio
between women and men in language learning varies between 3:1 and 2:1.
In addition to this, there are significantly higher numbers of male drop outs.
Women to men rate in language learning 3:1!!!
Analysis of reasons show that men find language courses not interesting enough
or even boring and often oriented too much towards female interests. In general, men
frequently have automatic associations of language learning with feminine roles. Especially
among young male adults, language learning is considered as not being “cool”, and therefore
this misconception leads to barriers on several fields: Reduced participation in a wider
society, reduced access to information, reduced chances on the European labour market.
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8
LANGUAGE LEARNING
Why young male adults would learn a language?
The increasingly rapid changes in the world of work, the closer association between the
European countries and the world-wide economic development pose a big challenge to each
and everyone. One of the European Union's strategic goals is to turn the EU into a smart,
sustainable and inclusive economy delivering high levels of employment, productivity and
social cohesion by 2020 (http://ec.europa.eu/europe2020/documents/related-document-type/
index_en.htm). (Vocational) Education and training forms the basis for the development of the
individual, the society and the economy. On the other hand, the use of ICT by adults for learning
the second/foreign language is a topic which crosses three policy areas at EU level: immigration
and integration policy; information society policy; and education and training policies. All three
areas are currently addressed by flagship initiatives of the Europe 2020 Strategy. Second/Foreign
language acquisition by adults (migrants) is perceived as a crucial factor for
socio-economic and cultural integration (http://www.elearningeuropa.info/
The use of ICT for language learning is a
flagship initiative of the Europe 2020.
en/category/freetags/europe-2020).
Young people need to acquire the knowledge and skills required for tackling these
challenges. Improving foreign language skills often means to open up access to information and
to career opportunities. International encounters at the personal level, however, offer even more
benefits.
Male students need to learn languages, among other reasons, to:
• get to know the world of training and work in other countries
• experience other ways of thinking and lifestyles by contacts with other people
develop their personality
• develop competitiveness beyond European borders
• improve their employment potential – the more you know, the better you communicate with others
• travel more easily (it is easier to find better accommodation)
• read a book in the original language
LANGUAGE LEARNING
9
• impress a girl in a party
• tell a good joke
• know what others are saying in our back
• gossip
• flirt
• appreciate international literature, music and film
• increase understanding of oneself and one’s own culture
„If you talk to a man in a language he understands, that goes to his head.If you talk to him
in his language, that goes to his heart.“
Nelson Mandela
"A different language is a different vision of life."
Federico Fellini, Italian film director
To overcome barriers in male language learning the LoveLanguage partnership has
developed a concept based on reflecting the real life situation of the target group
by focusing on learners’ interests and motivation.
Let your students find their very personal
reasons why to learn languages. Elaborate a
visual plan of their study aims that are realistic,
everyday life based and split into pieces
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10
CREATING A POSITIVE LEARNING ATMOSPHERE
What would it mean to create a positive learning atmosphere? Which components need to
be taken into account? Which are the common aspects the target group shares, which special
requirements would result from working with educational drop-outs, ethnic minorities, long term
unemployed young adults, socially marginalised persons?
The LoveLanguage and More methodologies are aiming to raise interest, reach and attract
the target group, to avoid dropping-out and to raise sustainable motivation. Therefore the
teachers and trainers as well as training providers must realize that each student is unique and
that learning styles of students often differ. Consequently, teachers need to adjust their teaching
to the needs so that every student is able to meet the goals and expectations. This handbook
introduces didactical approaches and concepts that have been tested and/or researched within
the LoveLanguage and More partnership and succeeded in reaching the target group. They
focus on raising motivation and respecting individual learning styles, propose content integrated
learning and self-directed approaches. They challenge teachers and learners to reflect on their
role and their responsibility for the learning process as well as for the learning success.
The classes should be small enough to provide the personal attention each student needs. To
better utilize time and materials, students, staff, and administration should cooperate.
The training location should be a place which is comfortable and inviting to all students,
but besides the classroom where the main lessons will be held, the LoveLanguage and More
approach also challenges training providers, teachers and coaches to provide and offer flexibility.
In view of our students’ prior, often negative, second language educational experiences,
the LoveLanguage and More approachies propose to flexibly integrate a variety of learning
environments. The LoveLanguage Toolbox offers a variety of examples on how to diversify
learning places and environments in order to raise motivation and provide experience in having
fun with language learning. It is necessary that trainers and teachers
repeatedly make their aims of using different locations transparent and
obvious and therefore overcome those structural barriers which are based
on and associated with negative pre-experiences and the fear of many male
language learners of continuing failure and discrimination.
What do you do in order to create positive
atmosphere in your classroom?
CREATING A POSITIVE LEARNING ATMOSPHERE
Due to the experiences shared within the LoveLanguage partnership, the design of each
single class should take into account that
• The level of the units should be carefully adjusted to the students’ skills. If the level is too high our students lose interest instead of feeling challenged.
• The subjects of the units need to produce interest. Our students prefer subjects like: computer games, internet - surfing, books, etc. Teachers and trainers used to overestimate
the student’s interest in (theoretically) topics dealing with sport.
• The duration of the units needs to be carefully adjusted to the students’ capacities. Often
our students weren’t capable of concentrating longer than 40 minutes.
• The selection of tools and exercises should consider possible deficits in social skills such
as low self-confidence and feelings of self-consciousness, which might be based on negative learning experiences. At the beginning our students mainly preferred to work in written form. Initially they were afraid to speak in the foreign language.
The LoveLanguage Toolbox therefore contains a lot of exercises, which are foreseen to promote
the development of the students’ social skills. They focus on working with students that have
expressed low self-esteem and that have rarely experienced self-presentation.
The students will experience working in small teams and prepare for self presentations.
One of the most helpful activities for improving social skills is role playing, because it creates
a drill scenario and allows you to practice skills for any area of your life. In this scenario, also
in other everyday situatuations is importat not to be only a good speaker, but also to be a good
listener.
Active listeners show speakers that they are paying attention. They do this through body
language (offering appropriate eye contact, orienting the body in the direction of the speaker,
remaining quiet) and verbal feedback (restating, in their own words, what the speaker is trying to
communicate).
One popular method of teaching active listening assigns people to one of three roles: A
speaker, a listener, and an observer. The speaker is instructed to talk for a few minutes about
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13
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CREATING A POSITIVE LEARNING ATMOSPHERE
something important to him. The listener attends quietly, providing cues to the speaker that she
is paying attention. When the speaker is finished talking, the listener also repeats back, in her
own words, the speaker’s points.
The observer’s job is to evaluate the speaker and listener. Did the speaker stay on topic? How
did the listener indicate that he was paying attention?
After the observer shares his observations with the others, the players switch roles and try
again (Dewar, 2009).
Teachers, coaches and training providers should jointly aim at developing a feeling of respect,
trust, and partnership between students and teachers. In such an environment, students will be
given the opportunity to express themselves, and their self-confidence will rise. They will become
aware of the fact that they can keep up with the group and reach their aims in language learning.
Coaching competences such as communication skills are central to
building positive relationships with the students and there already exists a
lot of literature on this. So we will just highlight some key points. It is vital to
actually listen to what the students are saying. Teaches and trainers should try
to make sure they understand by confirming what they have understood.
When elaborating homework or group work for
the students, think about diverse alternatives
involving all senses. Let them decide
themselves whether they want to present a
drawing, a speach, a collage, a graphic, a song,
a web presentation, role play, etc.
Radek
Igor
lucie
katka
- makes good jokes
- smiling
- very good singer
- quiet but curious
- good with PCs
- always polite
- keen on new things
- smart and curious
- strong family and
community feelings
- friendly, helpful
eva
adriana
nikola
sára
terka
lada
- nice and smiling
- helpful
- very friendly
- mother
- busy but responsible
- helpful
- sometimes
slow but very
studlousthings
- large musical
sense, good gipsy
dancer
- quickly gains respect
- smart
- hard working
- empathetic
- smiling
- hardworking
- strong opinions
- lively
- multicultural
feelings
tibor
edmund
tereza
eva
- very responsible
- helpful
- always smiling
- sens of humour
- sense of music
- strong feelings for
community
- quiet but very nice
- helpful
- smiling and kind
- serious but friendly
- good at discussing
- large general
knowlage
13
CREATING A POSITIVE LEARNING ATMOSPHERE
More often than not people frequently misinterpret what is being said. What is right for
the teacher or trainer may not necessarily be right for the young male language learner. In
developing self-confidence and sustainable motivation learners need to feel respected.
Most communication comes from the tone of voice and body language as opposed to actual
words spoken. A person can usually detect, even if not on a conscious level if someone is being
incongruent or not genuine. Teachers and trainers need to be honest whilst being sensitive.
Take time out of your busy day and reflect on
yourself how you work with students who
express low self-confidence and have rearly
experienced self-presentation.
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BULDING POSITIVE RELATIONSHIPS
In an era of rapid technological and social change, lifelong learning is increasingly necessary
for individuals wishing to gain, change or progress in employability.
The correlation between unemployment and low levels of education and the trend towards higher
skilled jobs means that facilitating individuals to increase their level of education is a priority.
In some cases, the need is rather to update skills, to acquire recognised qualifications e.g.
certificates concerning the foreign language skills or national language (notably, in the case of
refugees and other immigrants).
Participation in vocational education and training is to some extent a matter of personal choice, but the patterns that emerge on analysis of participants suggests that wider cultural,
social and economic factors play an important part. Those most in need of education and training
to enhance their life-chances, such as the poor, the ill-qualified, lone parents, those in remote
economically declining areas and ethnic minorities, are the least likely to participate in it, and
often for good reason.
What educational drop-outs, ethnic minorities, long-term unemployed young adults,
socially marginalised persons have in common, is that they often suffer from prejudice and
discrimination. Sometimes the target groups are affected by a lack of positive role models, that
is, employed persons, in the family or even in the area. Growing poverty and high unemployment
often lead to involvement in the non-legal economy, drug and alcohol abuse.
Show them positive role models and let them
discuss similarities...famous football players,
PC gamers, travellers, models, etc.
It´s not always easy to respect and value your
students. Elaborate on your respect! Create
a ressources oriented seating plan where
below every name you list 3 features, habits or
resources you can value about each and every
student. Carry it always with you in your class
book.
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BULDING POSITIVE RELATIONSHIPS
How would you have solved this situation?
E.g. In one city, the municipality decided to move all immigrants into new azyl-residence. In
one week, all doors were destroyed. Citizens were angry and complained about the ungrateful
immigrants. However, these immigrants were not used to live in more than one compartment.
Normally, they lived together in one room, saw each other and were in constant interaction
between all the family members. This was the reason why they destroyed the doors.
Knowing about their culture or asking them why they did that, would simply avoid this conflict.
E.g. On a Czech music festival, there were two music groups with musicians from the
whole world. Each group had their guide and interpreter. On lunch time, the guide took
the first group to the lunch room and explained all the meals because the names of the
The shedule of the concert had to be changed and it caused chaos between all
musicians, organizers and visitors. Although muslin musicians were not angry outward,
it was a really an awkward situation for the organisers of the festival.
Members of ethnic minorities also have higher unemployment rates than Whites and face
racial discrimination. Prejudice and stereotyping include negative notions about attitudes towards
lifelong learning. Where the respective national language is clearly not the first language, as is
the case with many immigrants, this poses an additional hurdle. Many
refugees are not only disadvantaged by their initial treatment as asylumseekers, they enter into a situation where ethnic minorities are already
disadvantaged by prejudice; so many refugees are doubly disadvantaged
by enormous resettlement difficulties. They have come to a country with
an alien culture and language; they have had no time to prepare for such a
change in their lives and are often traumatised by their experiences.
Often some students don´t want to learn and
know no reason why they should. In order
to motivate them, avoid the „adult“ way of
reasoning talking about their career and future.
Search for more pragmatic examples they
can benefit from in near future. Don´t know
which ones? Get inspired on-line from TEDx
conferences other tools from the Lland more
Guidelines
BULDING POSITIVE RELATIONSHIPS
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„To be accepted among ethnic minorities, it is very important to know the base of
their culture, a few words in their language, to respect their tradition and laws. Then,
it is more simple to explain them your culture, tradition and rules in your society. This
is the base to avoid possible problems and conflicts.“
Low-skilled and poorly qualified early school leavers (drop-outs) often have insufficient
speaking, listening, reading and writing skills and form a “hard to reach” group that does not
tend to take part in adult education or lifelong learning initiatives. The cluster of problems
arising from low levels of basic skills is correlated with high levels of unemployment, poverty,
family breakdown, crime and so on. In addition, their lack of sufficient communication and
social skills is very often accompanied by negative learning experiences.
Because there is a strong correlation between our target group - male learners with a low
level of social skills und unemployment it is also important for them to learn in a first line, how
to act by searching for a job to become more selfconfident.
The Toolbox therefore contains an exercise (Nr. 21 – Looking for a job) which is very usefull so
for young as also for older male language learners.
To avoid high levels of unemployment of male
learners practice job inteviews in your class.
Here are some suggestions.
Here we add an example, how to make job interwiews.
The goals of these social skills activitiy is to get learners thinking about the employer’s perspective
and to have learners apply their insights to making a good impression at a mock interview.
To begin, help learners to choose from a short list of jobs. They will be applying for the job they
choose, but they will also take turns serving as employers. So when you offer your list, include
only those jobs that kids can understand from the employer’s perspective. Good examples are
domestic service jobs, like:
BULDING POSITIVE RELATIONSHIPS
•
Housekeeper
•
Tutor
•
Personal fitness trainer
Although your learners may have never had a housekeeper, tutor, or personal fitness
trainer, they can imagine what might be important to an employer. Is the housekeeper
(who will see your intimate surroundings and have access to your belongings) trustworthy
and discreet? Is the tutor patient and good with explanations? Does the personal fitness
trainer know how to keep people motivated? Are these people reliable?
Perspective-taking: Thinking like an employer
Once learners have chosen their preferred jobs, ask them to think like employers. If they
were hiring for this position, what kind of person they want? Have teens work together on
an advertisement for the position. And help them come up with a short list of questions to
ask in the interview.
The job interview
Ask for volunteers to serve as job applicants. Let them fill out application forms and
collect their thoughts. Then call them before your interview panel, which should consist of
several peer “employers” who will take turns asking questions of the applicant. The rest
of the group will watch (and analyze) the interview. The applicants are free to make up an
identity (including an appropriate job history). But they should be consistent about their
story and make an earnest effort to get hired.
After the interviews, thank the volunteers and start a group discussion. Ask applicants
to share their feelings. What made them nervous? Which questions were the hardest to
answer? Then ask everyone to consider what worked well and what didn’t. Based on these
experiences, create a list of interview “does” and “don’ts.” (Dewar, 2009)
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BULDING POSITIVE RELATIONSHIPS
Concerning the issue of gender the partnership clearly experienced our young male target
group to not be a homogeneous group. Gender intersects with a range of other factors, including
developmental and sub-cultural factors, that affects each student’s experience of foreign language
acquisition. Some students may have experienced a tension between being masculine and engaging
with and being good at school resulting in them being inhibited to participate in class to demonstrate
their masculinity thus making school a negative experience. Not all males, however, experience or
identify with aspects of masculinity that conflict with educational engagement, and there are many
boys who do successfully integrate success in schooling and growing up as adult males.
We have to be careful to distinguish between different groups of people who may be regarded
as ‘outsiders’, as they have different profiles and different problems. In any case there are special
requirements, which would result from working with ‘difficult or needy’ young language learners.
Mounting evidence suggests that dealing with people regularly accounts for the majority of stress in
the workplace.
In order to minimize the emotional drain it seems that the key lies in whether teachers and
trainers are performing ‘superficial acting’ or ‘deep acting’. Superficial is where someone would feign
being pleasant whilst inside she/he is loathing the situation and/or person whereas deep acting is
where someone changes the way she/he feels towards someone with a more positive attitude.
"Any idiot can face a crisis its this day-to-day living that wears you out." (Anton Chekov)
"Stress is people's natural reaction to excessive pressure it isn't a disease, but if stress is excessive and
goes on for some time, it can lead to mental and physical ill health (eg depression . . . heart disease."
(Health and Safety Executive)
�Not to be so serious! Adopting a humorous view towards life`s situations can take the edge off everyday
stressors.“
People who seem to engage in deep acting found their jobs more personally rewarding.
Some ways of learning how to ‘deep act’ can be taken from the acting world by finding people
who demonstrate the according behaviour: What are their motivations? How do they see the
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BULDING POSITIVE RELATIONSHIPS
world? By trying to develop sympathy for the person or people estimated as being difficult to
deal with and by changing the way of feeling towards ‘difficult or needy’ people teachers and
trainers could begin to enjoy their role and reduce potential stress.
It is essential for teachers and trainers to be centred and filled with conviction about the
direction. This makes it easier to be flexible enough to respond to student reactions, yet not
keep wavering so students feel that the teacher or trainer is not in control. Teachers need
to not be controlling, but in control. Remaining calm; being willing to modify plans; but not
getting sucked into endless discussions.
Laughter as an important motivation factor
Why to laugh and smile in the class:
• Laughter lowers blood pressure and reduces hypertension.
• It provides good cardiac conditioning especially for those who are unable to perform physical exercise.
• Reduces stress hormones (studies shows, laughter induces reduction of at least four of neuroendocrine hormones—epinephrine, cortisol, dopac, and growth hormone, associated with stress response).
• Laughter cleanses the lungs and body tissues of accumulated stale air as it empties more air than it takes in. It is beneficial for patients suffering from emphysema and other respiratory ailments.
• It increases muscle flexion, relaxation and fluent blood circulation in body.
• Boosts immune function by raising levels of infection-fighting T-cells, disease-
fighting proteins called Gamma-interferon and disease-destroying antibodies called B-cells.
• Laughter triggers the release of endorphins—body`s natural painkillers.
• Produces a general sense of well-being.
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BULDING POSITIVE RELATIONSHIPS
Teachers should also reflect about their stereotypes concerning the students. What is your
opinion about your students even before the class has started? Do you have any idea if these
thoughts are influencing the way you approach the class?
Reflect on yourself: How often do you include
humour in your class? How can your students
help you to laugh and smile more in the class?
Reflect about your stereotypes of the students
in your class. What is your position of the
students in your class? Do these notions
influence your teaching?
FOCUSING ON INTEGRATIVE MOTIVATION
21
What is “motivation” in the field of teaching and learning? How to define and categorize
motivation drivers? Which of them could serve by attracting young male students? How to raise
motivation and sustainably preserve their interest in foreign language acquisition?
In general, motivation has to be self-motivation. Students have to be
doing something because they want to do it not someone else. Basically
motivation is fuelled by the prevention of pain and the pursuit of pleasure.
Some of the ‘should’ goals that have to be done to achieve the ‘want’
goals are often prevention of pain. Even if paying bills may be annoying
When you don´t like the students or hate
teaching or pretend to like them, they will
feel it. They might not be able to describe
it logically, but they will feel something is
wrong and react accordingly. The solution? Be
authentical and search for true motivation!
and inconvenient you are motivated to do it to have the benefits you are
paying for and to avoid the greater inconvenience of paying fines etc. Pain can be indicated by
unusually high levels of stress and anxiety.
The pursuit of pleasure is an equally powerful and positive motivator. Pleasure can come
under the guise of a great feeling when you are proud of something you have done. The
evidence shows that in fact one of the intrinsic reasons we do things is not necessarily to
obtain financial rewards but social rewards like praise and admiration from others.
The term “motivation” describes ...
Get back to the individual learning aims drawn
at the beginning and discuss the progress
“Why people decide to do something, how long they are willing to sustain the
activity [and] how hard they are going to pursue it.”
In the field of second language acquisition, two main kinds of motivation have been identified:
• integrative motivation – that is wanting to learn a second language in order to identify
oneself ith the community that speaks the language (cfr. R. Gardner “Social psychology and
second language learning: The role of attitude and motivation”, 1985)
• instrumental motivation – that is wanting to learn a second language in order to meet
urgent eeds and desired goals, such as to get a job or to ask for specific information (cfr. R.
Oxford & J. Shearin, “Language learning motivation: Expanding the theoretical framework”,
1994).
FOCUSING ON INTEGRATIVE MOTIVATION
While the instrumental motivation belongs to some issues related to (personal and
professional) growth and research, integrative motivation belongs to identity, personal
preferences, peer group and community acceptance. Therefore, it also covers stereotypical male
interests like football, cars and music etc.
So, temporarily answering the opening question, the main reason why young male citizens
would learn a second language (and also need to do so) is an integrative one: They find
themselves “out” of the peer group or face (language) barriers in order to follow personal
interests.
You can find some useful information about
motivation at: http://www2.honolulu.hawaii.
edu/facdev/guidebk/teachtip/teachtip.
htm#motivating
There are even some suggestions how to
motivate unmotivated.
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FOCUSING ON INTEGRATIVE MOTIVATION
A collection of subjects or methods that can be motivating for the students:
Subjects:
• Sport - Olympics, Rugby World cup, European World Cup, etc.
• Favourite sports team
• Media
• ICT
• Techniques
• Work experience abroad
• Exchanges
• Holidays (adventure)
• Motor shows
• Perfect Day exercise
• Film making, drama, pantomime
• Games, online, creation of, board games
• Music
• Event organisation
• Derby School
• You Tube
• Songs, popular music texts, karaoke singing
• Cover lessons
• Love
• Talent shows
• Teach a friend/family member a language
• Famous people that have found that languages have made a positive impact on their lives.
• Vocational orientation abroad
• Business incubation ...
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FOCUSING ON INTEGRATIVE MOTIVATION
Methods:
• Involvement of parents
• Tools and methods for combating inhibitions (acting) increase confidence, don’t worry about making mistakes.
• Support for busy teachers
• More stimulating material for high achievers (fast tracking, learning more than one language)
• Link words
• Teasing each other
• Plotting
• Intensive lessons
• Outdoor education
• Video conferencing
A teacher should always carefully consider
the aims and objectives for teaching (male
learners).
• Accelerated learning
• Web 2.0
The challenge in focusing the language training on topics that young male students are
interested in or engaging methods regards some key educational principles, since at the same
time the language courses should e.g. not be limited to gender stereotyped contents, roles
and expectations but provide flexibility to ascertain and respect individual interests within the
learners groups.
Facilitate motivation during the language learning process
Motivating young adults in a second language acquisition is not only a question of “why” they
have to learn it, but also of “how long they are willing to sustain the activity”.
In order to stimulate male learners’ interests and motivation it’s also important to show them
language learning as a process to reach a major goal.
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FOCUSING ON INTEGRATIVE MOTIVATION
Both these problems, “why” and “how long”, are felt especially by younger students. For
example, trainers can facilitate motivation by helping male learners identify short-term goals
and reflect on their progress and achievements in language learning. In this way it’s possible
to “measure” progress on a time scale and estimate the usefulness of the actual language
learning process, giving a reason and the right answer to an (eventual) upcoming “wasteoftime” sensation.
Motivational strategies
A teacher can find some useful motivation
activities for male learners at: http://www.
differencemakers.com/elections/pdf/activities.
pdf
It is important to design a framework of motivational
strategies in order to broaden the spectrum of potentially effective motivational strategies and
to make it hard to imagine that none of them would work.
Dornyei offers his own model on which is built the following framework, based upon three key
units:
• Creating/generating the basic motivational conditions, that means setting the scene for the
use of motivational strategies: for young male learners, focusing on “integration” granted
by a second language knowledge;
• Maintaining and protecting learner motivation, that is the real trainer’s challenge and could
be done through self-assessment tools as well as by facilitating the learners autonomy;
• Encouraging a positive learner self-evaluation, that means to work on the way learners feel
about their accomplishments in order to make each feeling “positive”.
Dornyei shows three strategies:
• promoting attributions to effort rather than to ability;
Value every progress, every idea, attempt, effort
you notice! Don´t praise the student´character
(you are a good boy), value and appreciate the
particular activity or idea.(I value the way you
received the feedback from your classmate).
• providing motivational feedback ;
• increasing learner satisfaction experience after a task completion.
FOCUSING ON INTEGRATIVE MOTIVATION
Maintaining motivation
Following this framework of motivational strategies it’s clear that the real challenge
for a teacher and trainer is represented by the second key unit: maintaining male student’s
motivation during a second language learning process could be easier only by encouraging
learner autonomy.
In order to realize this during the learning process it’s important to guide them into
autonomy on what and how they learn, that means to be “among” and not “above” learners.
Trainers have to encourage young male learners to imagine and represent a speaking situation
in which they could be involved, to select on their own topics which start a discussion in a
foreign language or to share their experiences as they could tell something to the rest of the
class.
Let them elaborate a Glog (www.glogster.
com) with a audiovisual presentation about
themselves at the very beginning of the course.
Give them a clear structure, the rest is up to
their fantasy. Use it later on as a source of their
hobbies and preferences.
The students have to feel able to use a second language as they’re not in a learner status:
through the effort used in explaining something related to their experiences in a foreign
language, senior learners feel that they’re actively performing and that they are not “chained”
in a passive learning process.
Some words on instrumental motivation
As seen above, “integrative” motivation is the real engine that moves young male students’
into deciding to start a second language learning process.
This does not mean that there isn’t an “instrumental motivation” in the target groups: it means
that the “integration” goal is more urgent for them than others, but it’s not the only goal to be
achieved.
27
26
FOCUSING ON INTEGRATIVE MOTIVATION
Such goals could also be a school certification to fulfil occupational aspirations, or other kinds
of skill certifications. Instrumental motivation could be well maintained if trainers/teachers
took steps in order to maintain and enhance it. The work of trainers in this sense has to be
goal-oriented and focused on encouragement:
• Because learners engage in order to meet specific goals, it is important for teachers to
learly understand what those goals are and to organize instruction so that they are met.
It’s good practice to set up individualized “packaging” of instruction targeted on learner’s
specific goals. For example, in one of the migrant targeted basic-skills classes conducted
by a member of the LoveLanguage project’s partnership, a learner had the goal of
obtaining a driver’s license. In response, the teacher obtained a copy of the driver’s license
examination manual and used it for reading material for that learner. This “practice”
empowered the learner’s instrumental motivation.
• Instrumental motivation — and hence engagement — is enhanced by teachers and
trainers through praise and encouragement, even more if given during one-on-one helping
sessions. Yet overuse of praise and encouragement can reduce its reward value and even
seem condescending to learners; but to know how and when provide encouragement is an
occasion for trainers’ professional development that cannot be easily reached in ways other
than trial and error in teaching practice.
27
THE INTRODUCTION OF CONTENT-BASED PROGRAMMES ENCOURAGES PARTICIPATION...
Male students especially often feel alienated from foreign language learning because of
their earlier experience of being unable to learn vocabulary and grammar in formal language
learning lessons. Their lack of motivation towards success in school, very often leads to a lack
of self-confidence. The language classroom is important and essential for most learners to
understand the structure of a language and its grammar. But there is hardly ever enough time in
the classroom for the language teacher to go beyond this learning process.
Designing a curriculum that engages students, gives them regular feedback and a sense of
accomplishment, and gives them real choice (as opposed to variety) is the teacher's strongest,
most powerful tool.
Learners need time to acquire a new language. This is where content-based programmes
are of interest, because the main focus is on the subject, not on the language. The learner’s
motivation will increase as well as it helps them to build self-confidence and a ´can do´ attitude.
Content-based programmes are a fusion of subject didactics, leading to an innovation which has
emerged as education for modern times.
See more details about content-based
programmes in our Chapter about CLIL.
According to Do Coyle, Hood and Marsh (2010), Ruiz de Zarobe and Jiménez Catalán
(2009) using content-based programmes is one way of providing extra exposure to the target
language in foreign language settings in particular, as one way of compensating the very limited
exposure to the target language learners get from traditional foreign language instruction. The
corresponding product of this project, the LoveLanguage Toolbox provides a variety of exercises
and methods on how to involve male foreign language learners in contents by referring to the
special requirements of the target group including educational drop-outs, ethnic minorities
(especially immigrants and Roma), longterm unemployed young adults and socially marginalised
persons.
The preparation for the lessons can be easier
than you think. Use endlesly creative sources
such as TEDx, YouTube, Glogster, etc. . Find a
video to the topic you aim to teach and base
games on discussions on it.
29
28
THE INTRODUCTION OF CONTENT-BASED PROGRAMMES ENCOURAGES PARTICIPATION...
Focus ICT
Computer games are of top priority within the young male target group. Internet downloads
and electronic communication are also favoured. Whereas the latter is nearly used to the same
amount, the general frequency of internet use differs significantly according to the gender:
Young females on average use computers for computer games and downloads only half as
often as males. They are not as interested, but they also show less self-consciousness and less
competence in handling computers than males. Studies prove that the internet is used by boys
and men more due to the fascination of technology, game and pleasure.
It is well experienced by the LoveLanguage partnership that the young male target group,
and especially students who are under-achieving, respond favourably to the use of information
and communication technologies (ICT) as a means of engaging them in learning activities.
Many of the lessons involved in this project have drawn on the motivational and educational
powers of ICT and teachers and trainers can adapt, modify and add tools accordingly.
There is a lot of useful and for the young males attractive ICT applications as Glogster,
Prezi, Second Life or Animoto. These applications, called web 2.0, are online and free, easy to
use in the class with the computers. More information about ICT possibilities in the education
are in the chapter Web 2.0 in education.
You can find useful instructions how to use
them in our Technical Guidelines.
29
THE INTRODUCTION OF CONTENT-BASED PROGRAMMES ENCOURAGES PARTICIPATION...
The interactive nature of many new technologies helps create learning environments where
students can learn by doing, receive immediate feedback and continually build new knowledge
and enhance their level of understanding. This enables students to learn vocabulary and further
language skills. Sometimes the learners also lead their teachers in an area where they are often
experts and teachers or trainers are learners.
ICT that include an emphasis on application and tailoring education to
the needs of individual learners are also supportive of a shift in practice to
more learner-centred approaches, which encourage the active participation,
preferred by the majority of male students, in the learning process, rather
than the passive absorption of knowledge.
Sometimes teachers think that reading and
discussing an article about football would
be creative and interesting enough. Often it‘s
not the topic but the method that needs to be
changed. Instead of reading about football, let
them play football shouting at each other in
English.
Teachers need to assess and understand how to reach all students by understanding how to
introduce ICT into course concepts of foreign language acquisition. The LoveLanguage Toolbox
provides relevant examples focusing on music, downloads and information research via the
internet.
Focus Profession and job orientation
How could a foreign language course benefit from the interest of young
male learners in vocational orientation? What could be done by teachers and
It is not necessary for you as a teacher to be
familiar with all the latest ICT applications and
technologies. Search for those which seem to
be useful, read a bit about how they work and
let the students explore. They have the tools
under control, you the outcomes...
trainers to guide the learners in preparing for the global working world they will enter or have
already?
The objective of vocational orientation in general is to help individuals find a profession or
an occupation. In order for this to be done successfully the individual needs to take an inventory
regarding his interests, skills, qualities, experience and personal and social needs. To select a
fitting occupation or a profession one needs to be aware of factors that influence the choosing of
a vocation, as well as ones values and what gives meaning to ones life.
Closely related to this, there continues to be a separation of “female career orientation” and
“male career orientation”. Traditionally masculinity is defined by gainful employment and fulltime
31
30
THE INTRODUCTION OF CONTENT-BASED PROGRAMMES ENCOURAGES PARTICIPATION...
31
employment and the life plans 7 of young males give much importance to the professional
development. In contrast to this the work areas of household and family are neglected
completely. Though young people of both genders mainly wish to found a family, there are
huge gender disparities about their ideas. The main proof of masculinity is the role of the
bread-winner and the most important attribute of fatherhood is rather caring than
providing the financial background for the family life.
By introducing relevant contents, a foreign language course would benefit
from the interests expressed by young male learners in their career orientation.
The LoveLanguage partnership has developed and experienced tools dealing with
professions, markets and trades.
Show them a video with a career model (e.g.
An interview with a British plumber) and ask
them to shoot such a video reflecting the same
topic within their specific cultural conditions.
Such an activity involves their entire personality
and helps them develop all language skills and
grammar.
33
32
Integration of gender sensitive teaching
Gender-fair teaching challenges educators to recognize and accommodate different learning
styles. Teachers, trainers and training providers who focus on helping students should be
knowledgeable about the effects of gender, particularly its impact on the vocational education of
their target group. Sensitivity to gender means taking gender into consideration in all activities.
Males learn their sex roles in sandboxes, playgrounds, schoolrooms, camps, churches, and
hangouts, and are taught by peers, parents, brothers, sisters, coaches, teachers, and just about
everybody else. They feel the pressure of the "boy code" in the classroom as much as anywhere
else, and it is very detrimental to their education, from the way boys are often labelled as
"troublemakers" and as "hyperactive" to their fear of expressing themselves in the classroom.
A gender-sensitive course concept helps male language learners to reflect their experiences
and attitudes concerning learning, and to empower their “integrative” and “instrumental”
motivation. Another important task of gender-sensitive language teaching is to support those
who have chosen an individual line which may in some kind be untypical to their gender. In order
to achieve their full potential as individuals, the students should become aware that many of the
limitations on and expectations of men and women are social constructs and that, therefore, they
may have to challenge or reject established traditional sex roles.
The approach the LoveLanguage partnership takes to teaching gender issues focuses on
two aspects: one is the linguistic, particularly the grammatical sense; the other is the human,
cultural sense of gender.
Let students collect as many ads including
gender stereotypes as possible. That´s where
they become most obvious. Ask them to create
their own advertisements with exactly opposite
role distribution. Than talk about it.
Integration of gender sensitive teaching
Gender-fair language
Consider for example the following riddle:
A mother and her son were driving on the highway. Suddenly a big truck crashed into
their car and the mother was killed instantly. An ambulance rushed the boy to a nearby
hospital. As the boy was carried into the emergency room, a nurse on duty gasped "Oh
my god! What has happened to my son?!" Who is the nurse?
The answer is, of course, the father.
People trying to work out the answer to this riddle are hindered by both the grammatical
and cultural senses of gender. As most nurses are women, English marks the deviation from
the"norm" by adding the prefix "male." Gender-fair language, therefore, is inclusive language
in which you say what you mean. For example, if both genders are meant, then say "men and
women". Avoid using male pronouns by switching to plural forms (i.e., students/their). Also,
biased-titles such as "chairman" and "fireman" are inappropriate. Non-biased titles include
"chair" and "fire fighter".
Gender preferences
Concerning the human, cultural sense of gender several existing studies have
demonstrated that females and males learn differently. There is a significant difference in
learning style preferences between males and females. As such, it is the responsibility of
the teachers and the students to be aware of learning style preferences to improve learning.
Teachers need to assess and understand how to reach all students by understanding how
to present information in multiple modes. They can help students more effectively; both in
and out of the classroom, if they are aware of their learning style and can assist them in
33
35
34
Integration of gender sensitive teaching
determining their preferences. As a student, it is vital to be self-aware of preferences to adjust
study techniques to best fit each individual, even when the information and instruction provided
does not match the preferred style.
In general, the studies on males' and females' learning differences have concluded that more
females are relational learners, whereas more males are independent learners. More males
e.g. indicate a preference for applied learning styles (i.e., using every-day-life experiences as a
basis of learning), whereas females prefer abstract (i.e., where copious reading assignments are
required, learning materials are organized, and instructors' demonstrate knowledge).
It has been reported that males have a preference for rational evaluation and logic, whereas
females use "elaborative" processing in which they tend to seek
personal relevance or individual connections with the material being
taught.
Research suggests the majority of male learners being
multimodal learners, including visual input (learning from graphs,
Gender is a tricky topic to deal with in
the classroom. Often you will face strong
unconscious stereotypes. Don´t fight them
yourself, get help from YouTube. Searching for
the keyword „gender respecting education“
there are 649 inspiration videos available.
charts, and flow diagrams), auditory (learning from speech), readwrite (learning from reading and writing), and kinaesthetic (learning
from touch, hearing, smell, taste, and sight). Whereas females prefer
The research show, when the left brain gets
tired, it is the right brain that takes over. As a
result we have young learners day-dreaming,
Research further suggests that, whereas many females may prefer moving about in their chairs, and looking out
of the window. Try using Brain gym activities in
to learn by watching or listening, males generally prefer to learn by
order to follow the principle that moving with
doing, by engaging in some action-oriented
intention leads to optimal learning. Try to find
some Brain gym activities on internet, e.g.:
Within our pilot courses we've observed young male students who
http://esl.about.com/od/englishlessonplans/a/
braingym.htm
were so resistant to reading books in class that they literally tossed
uni-modal learning.
them aside to pursue more hands-on activities. Some of these same
students have been motivated to read on a computer, which allowed them to have fun acquiring
the foreign language by scrolling through the pages using a keyboard or mouse.
Integration of gender sensitive teaching
German studies prove that the internet is used by girls and women first off as a goal and
user orientated tool, whereas the fascination of technology, game and pleasure in the internet
are of importance to boys and men.
Give your students a chance to elaborate their
homework in differnet format. Why not accept
mp3, a poster, a video or a song instead of
boring exercises?
Sources for the conference (multi-sensory):
http://child-1st.typepad.com/my_weblog/2009/02/multisensory-learning.html
http://www.ehow.com/about_5471123_multisensory-learning-styles.html
35
37
36
Multiple intelligences
Have you ever thought about why your students react in different ways to the activities they
do in the class? Or even why different groups react differently to the same activity? Why do some
students enjoy working in groups and others are much more productive working alone? Why do
some students need to write the words while others seem to need to just hear the word and are
able to use it?
In order to address the need for different teaching strategies, the teachers must first realize
there are different types of intelligences (as presented on several websites (e.g. http://www.
teachingenglish.org.uk/articles/multiple-intelligences; http://nwlink.com/~donclark/hrd/styles/
gardner.html; http://esl.about.com/od/teachingenglish/a/l_multiple.htm).
In 1983 Dr. Howard Gardner, professor of education at Harvard University, developed the
theory of multiple intelligences. He proposed eight kind of intelligence to account for a broader
range of human potential in children and adults. Teachers should see all the different types of
intelligences and help students to learn in different ways. According to Gardner there are eight
kind of intelligences (Gardner, 1993):
According to Gardner there are eight kind of intelligences (Gardner, 1993):
• Linguistic intelligence
• Logical-mathematical intelligence
• Spatial intelligence
• Bodily-Kinesthetic intelligence
• Musical intelligence sounds
• Interpersonal intelligence
Use resources from the non-formal science
education,e.g. NETS-EU.ning.com
Instead of translated printed lyrics of a song,
let them record their own cover version
involving all senses.
• Intrapersonal intelligence
• Naturalist intelligence
Learn more about constructive arguing and
non-violent communication at wikipedia.
Don´t hesitate to cooperate with your school
psychologist or school counsellor. He/
she might help you to elaborate methods
supporting the intra-personal development
interconnectec with the language learning
process.
Multiple intelligences
37
Although the teachers can't please all the students at the same time, it's good to have in
mind there are many different ways of learning.
In the classroom
Below there is a table of different kind of intelligences and some suggested activities for
each type (Harmer.J., 2001).
Learners can think about different types of
intelligence and then do a quiz to find out what
intelligences they are strong in. Useful sites:
http://www.teachingenglish.org.uk/lessonplans/multiple-intelligences-what-are-yougood
http://www.teachingenglish.org.uk/search/
apachesolr_search/Gardner%20intelligence
39
38
Multiple intelligences
Learner type
Is good at
Learns best by
Activities
Technologies
Example
Lesson Plan in
the Toolbox
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14, 15, 16, 17,
18, 19, 20, 21, 22,
23, 24, 25, 27, 28,
29, 30, 31, 32, 33,
34, 35
Linguistic
The word player
Reading, writing and
stories, ability to use
words and language to
communicate effectively,
highly developed auditory
skills
Saying, hearing and
seeing words
Trivia quizzes,
stories, debate,
write instructions
for other to follow,
explain how to
work a problem,
solve problems with
partners
Word processing,
E-mail, desktop
publishing, types of
software, tutorial,
assessment,
guided practice,
independent
practice, simulation
Logical /
mathematical
The questioner
Solving puzzles, exploring
patterns, reasoning
and logic, ability to use
reasons, logic and numbers
conceptually, curious
about the world around
them, developed skills,
problem solving figuring out
relationships, logic
Asking questions,
categorsing
and working
with patterns,
learn through
categorizing and
classifying
Puzzles, problem
solving, find
patterns in
problems, create
outlines, show
cause and effect,
play logic games,
25, 27, 31, 34
Spreadsheets,
search engines,
WebQuests, Types
of software, guided
practice, simulation,
independent
practice
Visual / Spatial
The visualiser
Drawing, building, arts and
crafts, ability to perceive
the visual, think in physical
space, need to create vivid
mental images to retain
information,
Visualising, using
the mind‘s eye,
learns through
visualizing, using
colours and pictures
Flashcards, colours,
pictures, drawing,
project work, make
visual diagrams and
flow charts, create
graphs, mind maps,
imagine/draw
what they think of
a situation, 3-D
modeling
TV&Videos,
Multimedia,
Digital cameras,
Camcorders&
Movies, Projectors,
Interactive board
8, 11, 19, 22, 23,
24, 25, 27, 34
Musical
The music lover
Singing, listening to music
and playing instruments,
ability to produce and
appreciate music, think/
express themselves in
sounds, rhythms and
patterns-sensitive to
environmental sound,
rocognizing tonal patterns,
remembering melodies
Using rhythm,
melodies, music,
learn better with
music in the
background
Using songs,
chants, drilling,
learn through
songs/jingles,
create songs/rap,
view multimedia,
poems, play/listen
to instruments
Digital player/
recorder, online
pattern games,
headphones,
multimedia
presentation,
guided practice
5, 6, 7, 9, 10, 12,
13, 15, 17, 19, 20,
21, 22, 23, 25, 27,
28, 29, 30, 31, 32,
34, 35
Multiple intelligences
Learner type
Is good at
39
Learns best by
Activities
Technologies
Example
Lesson Plan in
the Toolbox
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14, 15, 16, 17,
18, 19, 20, 21, 22,
23, 24, 25, 27, 28,
29, 30, 31, 32, 33,
34, 35
Linguistic
The word player
Reading, writing and
stories, ability to use
words and language to
communicate effectively,
highly developed auditory
skills
Saying, hearing and
seeing words
Trivia quizzes,
stories, debate,
write instructions
for other to follow,
explain how to
work a problem,
solve problems with
partners
Word processing,
E-mail, desktop
publishing, types of
software, tutorial,
assessment,
guided practice,
independent
practice, simulation
Logical /
mathematical
The questioner
Solving puzzles, exploring
patterns, reasoning
and logic, ability to use
reasons, logic and numbers
conceptually, curious
about the world around
them, developed skills,
problem solving figuring out
relationships, logic
Asking questions,
categorsing
and working
with patterns,
learn through
categorizing and
classifying
Puzzles, problem
solving, find
patterns in
problems, create
outlines, show
cause and effect,
play logic games,
25, 27, 31, 34
Spreadsheets,
search engines,
WebQuests, Types
of software, guided
practice, simulation,
independent
practice
Visual / Spatial
The visualiser
Drawing, building, arts and
crafts, ability to perceive
the visual, think in physical
space, need to create vivid
mental images to retain
information,
Visualising, using
the mind‘s eye,
learns through
visualizing, using
colours and pictures
Flashcards, colours,
pictures, drawing,
project work, make
visual diagrams and
flow charts, create
graphs, mind maps,
imagine/draw
what they think of
a situation, 3-D
modeling
TV&Videos,
Multimedia,
Digital cameras,
Camcorders&
Movies, Projectors,
Interactive board
8, 11, 19, 22, 23,
24, 25, 27, 34
Musical
The music lover
Singing, listening to music
and playing instruments,
ability to produce and
appreciate music, think/
express themselves in
sounds, rhythms and
patterns-sensitive to
environmental sound,
rocognizing tonal patterns,
remembering melodies
Using rhythm,
melodies, music,
learn better with
music in the
background
Using songs,
chants, drilling,
learn through
songs/jingles,
create songs/rap,
view multimedia,
poems, play/listen
to instruments
Digital player/
recorder, online
pattern games,
headphones,
multimedia
presentation,
guided practice
5, 6, 7, 9, 10, 12,
13, 15, 17, 19, 20,
21, 22, 23, 25, 27,
28, 29, 30, 31, 32,
34, 35
41
40
40
Multiple intelligences
Learner type
Is good at
Learns best by
Activities
Technologies
Example
Lesson Plan in
the Toolbox
Bodily / Kinaesthetic
The mover
Moving around, touching
things and body language,
ability to control body
movements and handle
objects skillfully, express
themselves trough
movement, dancing,
physical co-ordination,
balance, sports, acting,
miming
Moving, touching
doing and
interacting with
space
TPR activities,
action songs,
running dictations,
miming, realia,
perform on the job,
act out a situation,
demonstrate,
sports/dance,
manipulative
learning center,
Science labs, active
games
Manipulative
material, mouse,
joystick, simulation,
requiring handson coordination,
electronic field trips
1, 2, 3, 4, 14, 17,
18, 19, 21, 22, 23,
24, 29, 32, 34
Interpersonal
The socialiser
Mixing with others, leading
groups, understanding
others and mediating, like
to have many friends, talk
to people, join groups,
developed skills, dualperspective, listening,
empathy, counseling,
building trust, organizing,
manipulating
Cooperative,working in
groups and learning
through sharing,
comparing, relating,
cooperating,
interviewing
Mingle activities,
group work,
debates,
discussions, role
play, conduct
interviews, lead
discussion, interact
with instructor
Audio/video
conferencing,
camcorders, E-mail,
message boards
1, 2, 3, 4, 6, 8, 9,
10, 12, 13, 14, 15,
16, 17, 18, 19, 20,
21, 22, 23, 25, 27,
28, 29, 30, 31, 32,
33, 34, 35
Intrapersonal
The loner
Working alone and persuing
own interests, ability to
understand oneself and
self-reflect, intuition,
motivation, confidence,
reflecting, following
instincts, originality
Working alone
and learn through
individual projects,
self-paced
instructions, having
their own space
Working individually
on personalised
projects, keep
a journal, class
debates, surveys,
mantain a portfolio,
learning center,
reflect on learning
Online journals,
surveys, digital
portfolio and self
assessment,
independent
practise
3, 14, 21, 22, 24,
30, 31, 32, 33,
34, 35
Naturalistic
The nature lover
ature, ability to see subtle
meaning in the world
around them, recognize/
identify plants, animals,
clouds, rocks- parts of the
natural environment, able
to adapt
Working outside and
observing nature,
learn best through
interactions with
their environment,
field trips,
involvment
Environmen-tal
projects, record the
natural world, take
field trips, organize
observations,
classify information,
science labs
Digital camera,
microscope,
electronic, field
trips, file manager,
guided practice,
independent
practice
23
Multiple intelligences
41
Teachers can observe their students and make notes how they react to different kind of
activities. There are also many questionnaires that help students to work out which of the
intelligences is the most prominent one. Students can also do the test online, there are several
Websites and here are some of them:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple%20
intelligences%20tests
Learners can test their intelligence.
How to teach English young male learners for different learning styles
You come into class and try to teach a lesson on the present
continuous tense, or maybe it's a reading activity or listening practice.
Students follow in their textbooks, you try to give good examples, you've
Let them fill in the on-line learning styles
questionnaire. The results will help both them
and yourself.
prepared plenty of practice worksheets – but no matter how hard you try there are always
some students who just don't get it. What's wrong? What is going on? Why aren't you getting
through? The answer may be in your students' learning styles and as a teacher you should ask
yourself, what do learning styles mean for you? It is important to find out your main teaching
style. After you figure out your own style you can supplement it to fit your students' learning
styles.
Auditory learners
Discuss with your learners: What are the
advantages of finding out your individual young
male learners‘ learning styles, both for you and
for them? Learners should think of as many
ideas as possible.
As auditory learners are generally classed students, who get a lot out of lectures, tapes and
oral instructions, as well as verbal explanations. This type of learners prefer listening based
activities and games.
Listening activities and games – In the classroom you can practice listening by using CDs and
videos or DVDs with short dialogs. While listening the students could read a transcription and
Multiple intelligences
fill in any blanks with words they have just heard, and Jigsaw listening. Jigsaw listening is also an
exellent team building game; teams send their representative to the different »listening stations«
and after they have returned to their team, they try to reconstruct the story.
Quiz and story building activities and games – different quizes and listening memory games are
great for auditory learners of any level. Very challenging are also story and sentence building
games, where the students fill in words to make funny and nonsencial stories.
Recitation activities and games – These kind of games involve students repeating language, short
rhythmic dialogs, hand clapping emphasizing the fluency practice.
Visual learners
Visual learners make good use of any illustrations that go with the text and they prefer to
read silently. Teacher should give them written instructions, the students benefit from watching
demonstrations and acting out situations.
Reading activities and games – Reading is an essential skill for visual learners, where the
students look for particular vocabulary or parts of speach, they put sentences together.
Board activities and games – Students can use boards to practice grammar, spelling, vocabulary
and phonics. They can make their own cards, charts, grammatocal chutes and ladders, parts of
speech… The boards can be decorated and colourful.
Picture activities and games – Students can use picture flashcards, comics from different
countries. These visual activities include anything played with pictures as their main starting
point.
Kinesthetic learners
These kind of students often don't understand what you are trying to teach in a traditional
lesson using handbook or worksheets. Kinesthetic learners are physical learners and they learn
best when they use their whole bodies to complete practice exercise.
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Multiple intelligences
43
Spatial activities and games – These games and activities include learning language through
movement. Students get cards with words and they should arrange themselves that the cards
make a correctly sentence.
Touch activities and games – Students have to touch the items inside a bag, they indentify the
objects, discribe, what they are feeling, while other students try to guess what it is.
Craft activities and games – These activities can be done with home made tangrams, students
could draw maps or assemble something according to the directions they have been given.
Have you ever had a student who was extremely
visual, auditory or kinaesthetic? Do you actually
agree with these theories?
Take a moment to reflect on your own teaching
style.
Do you like a silent class with all the students‘
heads down looking at their books? Or do you
like your class to be more active?
Do you like to do all the talking? Or do you feel
more comfortable when the students are doing
the talking?
Describe yourself as a teacher, your likes and
your dislikes in the classroom.
Content and Language Integrated Learning (CLIL)
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Content and language integrated learning (CLIL) - the use of another language (L2) in
the teaching of non-language subjects - has been an issue in European education for quite
few years now. It is a dual-focused educational approach that involves subjects such as
mathematics, geography or others, through an additional language. CLIL is not a new form of
language education. It is not a new form of subject education. It is an innovative fusion of both.
It can be very successful in improving the learning of languages and other subjects,
and developing in the learners a positive “can do” attitude towards themselves as language
learners.
CLIL goals are defined by CLIL-Compedium dimensions based on issues related to culture,
environment, language, content and learning. Marsh mentions the 4Cs Framework which
integrates four “building blocks” of CLIL:
• content (subject matter)
• communication (language learning and using)
CLIL is seen as a fusion of subject didactics,
leading to an innovation which has emerged as
education for modern times.
• cognition (learning and thinking processes)
• culture (developing intercultural understanding and global citizenship)
It suggests that effective CLIL takes place as a result of this symbiosis, through:
• improvement of knowledge, skills and understanding of the content;
• engagement in associated cognitive processing;
• interaction in the communicative context;
• development of appropriate language knowledge and skills;
There are some useful CLIL explanations on
internet. Try to find them, e.g.:
http://www.youtube.com/watch?v=9HhVnG0AYfI
http://www.youtube.com/
watch?v=ymxTOTEh4sA&feature=related
• he acquisition of a deepening intercultural awareness, which is in turn brought about by the
positioning of self and »otherness«.
Also from Zydatiß’ curricular model with its four areas content, communication, culture
and cognition it can be seen that the configuration continues to be non-hierarchical and all
areas are interdependent.
Content and Language Integrated Learning (CLIL)
The very basic principles of CLIL are that in the CLIL classroom:
• Language is used to learn as well as to communicate
• It is the subject matter which determines the language needed to learn.
CLIL materials are often characterised by lots of visual support for meaning, to allow
low language level students to access high level content. The materials allow the students to
focus on the language they need to learn about that particular subject in English. The choice
of language focussed on is determined by the demands of the subject.
In a CLIL lesson, all four language skills should be combined:
• Listening is a normal input activity, vital for language learning
• Reading, using meaningful material, is the major source of input
• Speaking focuses on fluency. Accuracy is seen as subordinate
• Writing is a series of lexical activities through which grammar is recycled.
In many ways, a CLIL lesson is similar to an ELT integrated skills lesson, except that it
includes exploration of language, is delivered by a teacher versed in CLIL methodology and is
based on material directly related to a content-based subject. Both content and language are
explored in a CLIL lesson.
Why CLIL for young male language learners?
Successful language learning can be achieved when people have the opportunity to
receive instruction, and at the same time experience real-life situations in which they can
acquire the language.
For many, however, the investment of time and effort in language classrooms may have
had more disappointing outcomes. Even when they leave school, and later in their lives, they
find it difficult to use the language actively, as a tool for real-life communication in everyday
situations. Somehow it does not make sense for some people to have spent all this time
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Content and Language Integrated Learning (CLIL)
learning a language, and then leave school and find that they simply cannot use it in real-life
situations.
Also, each of the learners has different backgrounds, needs and aspirations. Moreover,
they prefer different language learning styles, which means that certain types of language
teaching methods may suit some, but not others. For example, some prefer learning about the
language, others prefer »learning by using the language«.
CLIL offers opportunities to allow learners to use another language naturally, in such a
way that they soon forget about the language and only focus on the learning topic. They are
provided with the opportunity to learn to “think” in the language, not just learn about the
language itself as the major learning focus.
It can be done in many ways. For example, in the beginning it might involve 30 minutes
of “language showers” per week, in which get acquainted with the new approach. Later it
could involve learning as much as half or more of all their lessons in the other language. This
way they build self-confidence and are motivated to learn more. The learners are given the
opportunity to acquire and learn additional languages in a meaningful way, regardless of their
social and economic positioning.
The LoveLanguage Toolbox provides topics that can be used for this approach. Below are
the suggestions for integrated content and language learning for the Toolbox Exercises. The lessons
should be prepared and carried out as a team work of a subject teacher and a language teacher,
combining methodologies of both subjects.
Ask your learners which contents would they
be interested in. Make a list. Choose one or
two the most popular and create your own
lesson plan..
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Content and Language Integrated Learning (CLIL)
47
Content and Language Integrated Learning (CLIL)
Toolbox
CLIL suggestions / content
jen (subject)
do kurzivy
1. Intercultural activity 1
cultural dimension
2. Intercultural activity 2
cultural dimension / subject: Sociology
3. Have you ever …
cultural dimension / subject: Sociology
4. Celebrity task
cultural dimension / subject: Sociology, History
5. About me
6. Diversity
7. Problem solving
8. Crossword puzzle for pairs
9. Leaving a message
10. Global brands quiz
Subject: Marketing / Business / Economics
11. Music
Subject: Music / Art
12. What food am I?
subject: Catering
13. Pro & Contra Club
Subject: Literature
14. Poems
Subject: Literature
15. Will the money last?
Subject: Business / Banking / Economics
16. James Bond scene
Subject: Art
17. Vocabulary warm-up
18. Restaurant negotiation
19. My morning
subject: Catering, Hospitality Management
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48
Content and Language Integrated Learning (CLIL)
Toolbox
CLIL suggestions / content (subject)
20. Filling in a form
subject: Business Correspondence
21. Looking for a job
subject: Business / Economics / Management
22. Rap
subject: Art, Music
23. A walk with the senses
24. Find Words in Rhymes
Subject: Literature
25. Movies
Subject: Music / Art
26. Sports commentators
27. Consol learning
Subject: Sports
28. Sport
Subject: Sports
29. Sport
Subject: Sports
30. Language Male Muscle Circle
subject: Business / Economics / Marketing
31. The 10 Most important reasons to learn foreign languages
32. Stranger in my Room
33. Culture and Values
cultural dimension
34. Culture
Subject: Art
35. Design your own dream journey over Europe (World)
Subject: Geography / Tourism / Marketing
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Self-directed learning imposes on the learners’ responsibility
Self-directed learning (SDL) enables and supports the development of personally and socially
relevant self-management competences. It strengthens self-confidence and leads thus to the ability
to act in an emancipated and secure way in the social and work environment.
Especially target groups who have no affinity to and no experience with language learning
connect it with failure, imposition and with no perspective, because they did not previously experience
learning of a second language as useful and valuable for themselves. It is at this point where
self-directed learning can start, at the individual person and their interests and ideas: it activates
current competences, helps to develop perspectives and promotes the development of professional
methodological, social and personal competences as tools for self-control.
Self-directed learning imposes on the learners responsibility for their own language acquisition.
They are integrated into the design of their learning process and thereby experience the fact
that language learning has something to do with them personally. If learners are supported and
accompanied in their self-direction by trainers, tutors and/or by fellow learners in a learning group,
learning can become a valuable and sustainable experience.
The principles and didactical-methodical elements of Self-directed learning offer a framework
that is to be filled by context-specific concepts. The individualisation and flexibility of the learning/
training process demands openness and flexibility towards the process from all people involved
(learners, advisors and institution). At the same time it requires orientation and supporting elements
in order to structure the individual and collective learning processes and to clarify the necessary
responsibilities and commitments.
SDL provides such orientation and structure by its principles and the associated design
elements. This framework allows for discovery and unfolding of potentials of self-direction in learning
within social contexts. Thus it represents a contribution to institutional vocational training for the
accomplishment of the increasing requirements for language acquisition of
young males.
Don´t experiment with complex innovative
methods such as SDL too quickly, mainly if you
students have been brought up in the AustrianHungarian learning model. Introducing
innovative methodology, always start from the
existing resources of your students and build
on them step by step.
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Self-directed learning imposes on the learners’ responsibility
Aims
• Promote learning (management) competence. To deliberately handle the innate and
acquired learning abilities we call "learning competence". Understood as the ability to
manage a learning process, it comprises, inter alia, the ability to determine learning
goals autonomously, to take control over ways of learning, to organise the basic conditions
of learning in a self-directed manner (e.g. learning times and locations) and to evaluate
the learning results. Learning competences develop and change in the context of
the individual learning biography. The process-guiding concept allows for a reflexive
handling of this biography and the acquired abilities. It promotes the discovery of existing
(learning) potentials and their advancement in the context of the ongoing learning
process. Thus the learning competences of the language learners and the advisors
involved are advanced.
• Promote the assumption of responsibility for individual (and collective) learning
processes. Taking responsibility for one’s own learning process is one of the basic
conditions for utilising learning potential for the direction and organisation of the learning
process.Organised forms of shared responsibility and participation and having a high
degree of transparency, facilitate this basic element of self organisation in learning.
• Handle the requirements resulting from social change in a personality strengthening
way. By enabling the discovery and unfolding of self-learning potential, SDL can be seen
as a contribution to the system of institutional adult education for the handling of the
social requirements of lifelong and self-organised learning. Learning competence is a
necessity, although not sufficient, condition for the accomplishment of various social
changes and the affiliated requirements concerning learning, working and living.
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Self-directed learning imposes on the learners’ responsibility
Principles for orientation
The central basis for this concept is what we call a specific educational attitude. In our
opinion this attitude forms the foundation of a new learning culture and is the source of diverse
challenges for advisors, learners and training providers. This basic attitude can be described
by action-guiding principles. These principles are points of orientation for actual professional
action. They form the core out of which context-specific concepts must be developed. The
principles are the following.
Principle: Orientation on the participants - division of responsibility and facilitation of
selfresponsibility
In order to facilitate self-organisation and self-direction in the learning process, it is
necessary that the learners (are enabled to) take over (co) responsibility for their own learning.
On the one hand the learners have to recognise and experience fields of learning, in which
collaboration is possible and desirable. On the other hand the advisors have to accept the
learners as mature and responsible adults and actually hand over parts of the responsibility
for the learning process to the participants – which at the same time means considering them
capable of it, trusting them to handle it and even demanding it. During the process the balance
between supplying expert knowledge and offering consultation on reflection for an autonomous
acquisition of knowledge has to be found a new again and again.
Reflecting the learning achievements, giving
or receiving feedback are difficult tasks which
many students have to learn from scratch.
Teach them how to exercise self-reflection
before you make them reflect on things.
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Self-directed learning imposes on the learners’ responsibility
Principle: Orientation on biography
A way to make existing competences and skills visible and thus usable is to reflect on the
(learning) biography. This allows learners to analyse both their positive and negative learning
experiences and their affiliated role models, which often greatly affect current learning. Orientation on biography also means that the advisor looks at the learners against the
background of their (learning) biography and so becomes able to detect their potential as well
as to explain resistance or blocking behaviour and possibly even to unblock them and turn
them to positive advantage.
You can encourage class to think about:
What Language Biography (LB) would be suitable for them?
How would they organize their personal LB?
How would they reflect upon and assess their language progress?
How would they state what they can do in each language? How would they include information on
linguistic and cultural experiences gained in and
outside formal educational contexts?
Would their Biography be organised to promote plurilingualism i.e. the development of
competencies in a number of languages?
Principle: Ensure biographical continuity
On the one hand, learning must refer to past experiences of life and occupation – new
knowledge gets connected to old knowledge. Biographical reflection is therefore an important
component. On the other hand, learning must make one think something new into the
future – new knowledge increases professional competence and opens up new possibilities.
Tagging learning interests and identifying training goals serve the development of subjectively
(that is: biographically) meaningful perspectives. In the light of increasing biographical
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Self-directed learning imposes on the learners’ responsibility
discontinuities it is a concern to filter out and strengthen a sheltering biographical baseline. An awareness of biographical continuity seems to become a central condition for handling the
high pressure for adoption and the rapid invalidation of professional knowledge in order to face
the future fearlessly and actively.
Principle: Focusing on competences
An awareness of one’s own competences and skills is a further precondition for responsible
participation by learners. So SDL focuses on the biographically acquired abilities of the
learners and not on their deficits and difficulties. The latter also have to be worked on, but
they do not form the starting point for learning. For advisors it becomes crucial to face their
participants with a "view for competences", which means to break open the predominating
deficit orientation in favour of a positive mental attitude (see Rogers 1989, Epping 1998). Thus
they can bring the existing competences and resources to their own and their learners’ minds
and appreciate them as a source of energy for individual and group processes.
Principle: Orientation on reflection
Search for some (self)-reflection, (self)awareness activites on the internet. Involve
them in your classess.
The reflection on learning experiences is considered a central component of learning.
The exploration of individual learning experiences and resources, constructive reflection
on the current learning situation and the purposeful direction of the learning process are
based on individual and collective reflection. A close interlocking between self-reflection and
collective reflection in the group makes learning a dynamic interactive process. Reflection serves as a bridge between past, present and future; it signifies a pause in order
to orient oneself (again), to pinpoint the current position. For the learning/training process
reflection means to connect the current learning situation with vocational goals and individual
life perspective. By reflecting on past learning phases, the following phases can be planned.
Reflection phases thereby serve the integration of technical and methodical and/or social
learning processes.
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Self-directed learning imposes on the learners’ responsibility
Principle: Orientation on participation particularly through transparency and interaction
Participation refers to the degree of co-determination and co-decision by learners in the
learning/training process and forms the central quality criterion of SDL. The willingness to
participate is usually higher the more relevant conditions, factors, possibilities and limitations
are known to all involved. Orientation on participation is closely connected to transparency and
interaction.
Transparency in the sense of comprehension of the learning/training situation – regarding
organisation, contents, methods and media – is the precondition for active participation by the
learners. Learners willingly take over responsibility for the individual and the collective learning
process, the more they see through, decode and comprehend the learning/training situation.
Interaction hereby refers to communication processes, by which the learning/training situation in
its whole is negotiated.
The intention is to include and render effectuality to the potentials and competences of all
involved in the process. Opening fields of interactive participation proves to be a particularly big
challenge for training providers, since this interaction between learners and advisors requires
openness also at the institutional level. Structural limitations of responsibility and decisionmaking show up here very frequently, which are to be put in question when implementing SDL.
Principle: Orientation on the process
In addition to a deliberate handling of individual and collective learning
processes, SDL needs a certain openness towards the process. Without
Instructors develop a teaching style based
on their beliefs about what constitutes good
teaching, personal preferences, their abilities,
and the norms of their particular discipline.
Try to focus on a learner-centered and
information-oriented approach.
sliding into aimlessness or randomness, redirections and re-decisions
have to be possible. A process thereby does not become "resultarbitrary", but the results from
a process emerge in a different way than, for example, in closed curricula with goals defined
beforehand. Furthermore, a professional view of the process can offer learning stimulations,
which lie beyond the preplanned learning opportunities, which are brought into the situation
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Self-directed learning imposes on the learners’ responsibility
by the participants, which develop in social situations and therefore most likely correspond
to immediate interests and needs. Processopen concepts can be an excessive demand on
all involved, so basic dimensions for orientation must be provided and the results from the
process must be made transparent.
Principle: Orientation on the interests of the learners
The principles of orientation on the participants, on participation and on the process
are strongly related to another factor focusing on the learners: Orientation on the (learning)
interests of the participants. These form the starting point for decisions on didactics and
contents. For the learners, the tagging and wording of reasonable interests is a precondition
for the definition of individual goals and is closely connected to the setup and/or the
maintenance of motivation – learning interests are a much stronger and longer lasting
incentive to learn than all external stimulations. Transparency of the different personal
interests is the precondition for their balancing in the group – then learning settings can be
arranged jointly and all those interests can find appropriate consideration. Balancing interests
is not synonymous with their standardisation, but rather describes the recognition of the value
of a variety of interests, whereby self-directed learning is supported.
Reflect on your teaching style:
1. When you teach in the classroom, how do you facilitate interaction between the students? Do you
have whole class discussions, break the class into groups, etc.?
2. When you teach in the classroom, how do you deliver the content to the students?
Do you use powerpoint complete with audio and animation, black and white
overheads, a chalkboard or video?
3.When you teach in the classroom, what sorts of interactive things do you use
in the course? Do you have the students move their desks around to setup the
classroom the way they want it?
There are several Teaching style surveys and
inventories on the internet. Try to fill out some
of them, they will help you determine your
teaching style, e.g.:
http://www.longleaf.net/teachingstyle.html
http://www.members.shaw.ca/mdde615/
tchstylsquiz7.htm
www.texascollaborative.org/tools/TSI.pdf
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Self-directed learning imposes on the learners’ responsibility
Example: Principles for orientation
1 Orientation on the participants as a didactical principle means real division of
responsibility for the learning/training process
2 Orientation on biography as a precondition for self organisation in learning, but the
intensity being dependent on the specific situation of the learners
3 Insure biographical continuity in learning and life by giving opportunities for learners to
progress to more advanced but connected courses
4
Orientation on competencies so problems can be accepted and taken seriously
5 Orientation on reflection as looking backwards and forwards (related to learning as
development of technical, social and personal skills as well as of learning competence)
6 Orientation on participation particularly through transparency and interaction
7 Orientation on the process as shaping (new) principles of learning consultation
8 Orientation on the interests of the learners without going astray into a pedagogy of needs
These principles are accented differently among those involved (learners, learning
advisors and educational institutions) according to the specific context.
Elements providing for structure
Get inspired by the catalogue of web 2.0
applications in the Technical Guidelines and a
Toolbox full of exercises.
The principles find context-specific application via a broad variety of didactical-methodical
elements
• Instruments and procedures for biographical, pinpointing reflection and the development
of goals: e.g. learning diary, goal training, portfolios, methods of learning biography (see
LoveLanguage Toolbox)
• Instruments and procedures for collective reflection for the planning of individual and
collective learning processes: e.g. learning conference, planning conference, practice
attendance
• Media and materials for self-directed learning: e.g. pool of learning sources, learners’
library, access to the "teachers’ library"
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Self-directed learning imposes on the learners’ responsibility
• Instruments and procedures for the assessment of learning results in the social setting:
e.g. feedback and technical reflection, evaluation of learning and the learning/training
setting, self-evaluation, learn- and work-contracting
• Need-oriented consulting opportunities e.g. learning consultation
• Flexibility of learning times, places, variance of learning styles and methods e.g.
selflearning times, self-organising groups, collegial consultation, work on cases, project
work, project management, time account, modularity.
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SOCIAL SKILLS TRAINING
Language education requires more than acquiring a body of knowledge. The young
male students must also learn how to access, process, and organize information, to think
critically, and to communicate their ideas. Educators employ exciting new methods, including
educational software, the internet and software that help students to also develop key
competences. By exploring this, teachers encourage students to be life-long learners.
Students who display the wrong behaviours as they interact with others will have a long
and arduous path to travel now and in the future. If our students are not skilled enough
socially, we have the responsibility to teach them on so-called key qualifications or soft skills,
like social skills and communication. LoveLanguage courses should include measures
focusing on the special requirements of educational drop-outs, ethnic minorities, long-term
unemployed young adults and socially marginalised persons, who are often in danger of
social exclusion and face according barriers to educational attainment. The corresponding
product of this project, the LoveLanguage Toolbox provides exercises and approaches on
how to integrate according learning experiences into language courses for young males
as working in small teams, preparing for self-presentation, building confidence in facing
and solving problems that arise in the course, getting a more positive picture of learning, of
themselves and of their potentials.
The most frequently used skills that are understood to be soft skills:
• Team orientation
• Communication skills
• Organisational skills
• Flexibility
• Mobility
• Motivation
• Self-esteem
• Self assertion
• Creativity
• Analytical and logical thinking
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SOCIAL SKILLS TRAINING
• Ability to take stress
• Empathy
• Conscientiousness
• Conflict management
• Persuasiveness
• Translation-into-action orientation
• Negotiation competence
• Time and self management
• Self-reflection
’Social skills training’ is a general term for instruction conducted in behavioural areas
that promotes more productive and positive interaction with others. Therefore the teacher
must create a pleasant living- and working climate in their groups. In order to take this
responsibility, the teacher must be interpersonally competent. He/she creates a friendly and
cooperative atmosphere, encourages the students’ autonomy, and stimulates and achieves
open communication. The teacher must be after all a good role model.
On the Toolbox there are several activities promoting speaking and listening. The students will
also exercise working in pairs. The competitive approach especially challenges male learners.
There are some useful social skills activities on
internet and Youtube. Have a look at some of
them, e.g.
http://www.parentingscience.com/social-skillsactivities.html
http://www.wingsforkids.org/experience/hotwings
SOCIAL SKILLS TRAINING
Training methods:
• Dialogue and role plays promote extending communication skills. The students are asked to
put themselves in someone’s position or into a specific situation, to think about alternative
arguments and different ways of acting.
• Talking Rounds often provide a welcome change, they promote spontaneous statements,
encourage differentiated views and the giving of opinions openly. Verbal skills as well as the
capability of showing expression are exercised.
• “Self-reflection” is also conducted on an individual basis and supported by personal
questionnaires. In this way self-reflection is encouraged and can be further assisted
individually via one-to-one meetings of students and trainers. The behavioural improvement
can, for example, be achieved by the use of video analysis, by individual talks and group
analysis or permanent mutual feedback.
Young males especially want to know their weakness in order to fight them and combat
obstructions. This behaviour is comprehensible, because in order to avoid mistakes they aim at
doing it right.
If one mainly focuses on eradicating weaknesses, one will only limit the amount of damage,
avoid failures and never exceed mediocre. Thus outstanding achievements will remain an
unattainable goal. This is because the major part of energy is used to dealing with the things you
have no command of. The target group would do better to make themselves aware of the things
which go well and build on them.
Due to their priority concerning our target groups the role of motivation and communication
within our LoveLanguage courses are introduced above. In the framework of social skills training
contents the following provides three foci which are of specific relevance concerning our young
male target group. Further readings we’d recommend.
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SOCIAL SKILLS TRAINING
Focus:
Building self-confidence
Discuss in a class how to build slef-confidence.
Students can make a list of tips for greater
confidence.
Success doesn’t necessarily bring about self-confidence. Students can be confident in one
area and not another.
Young male language learners need to realize that putting oneself into new situations that
are outside of their comfort zone and relinquishing control are important steps to greater
selfconfidence and enhancing the need to feel competence.
However, depending on the personality type it may not suit to be thrown in at the deep end.
Trying to do too much too fast will more than likely be counterproductive. By exposing oneself to
situations one would normally avoid in a gradual and controlled manner students are trained to
become more adaptable and to learn to deal with feelings of discomfort and increase their ability
to cope with these feelings.
Over a surprisingly short period of time the students will find they will gain confidence in
dealing with a variety of different situations both positive and negative that may encounter in the
future. As with any new skill facing fears takes practice and a lot of repetition in order to change
behaviour people have been engaged for the majority of our lives .
If one can find ways of transferring the things he/she is confident about (even if this is
something as simple as making a cup of tea) and transferring those same skills and feelings
into other areas wished to have more confidence improvements. Approaching those areas in the
same way students learn to approach something they are confident in and see what happens. If it
goes wrong they would learn to analyse what could be done in a different way or better and have
another go without criticising themselves.
Instead of waiting until they feel better about themselves, they should be supported to have a
go and give themselves a pat on the back for taking a risk. Confidence comes with practice even if
that means something like making small talk, trying to be understood and trying not to care about
all the small mistakes.
Discuss in the class how to prevent bullying
and how to work on self-confidence.
SOCIAL SKILLS TRAINING
The following tips will support students in building self-confidence.
Tips for greater confidence
• Relinquish the need for approval from others
• Don’t obsess over criticism but do remember praise
• Don’t let the past determine your future
• Don’t let other’s opinions be more important than your own
• Don’t assume your negative thoughts are shared by others
• Take calculated risks
• Stop comparing yourself to others
• Recognize your own achievements
• Stand tall and alter your body posture
• Tell that negative inner voice to give it a rest
• Get a hobby in fact get a few
• Share worries with friends or family
• Make small improvements in yourself everyday
Tackling Procrastination
Helping people with issues surrounding procrastination may come in very handy. There
is evidence to suggest that 20% of the adult population suffers from chronic procrastination.
Procrastination means consciously putting of something that will cause problems by delaying.
There are different reasons and types of procrastination and it’s a relatively hard area to change
as students frequently don’t learn by the past negative outcomes caused by procrastination.
Some learners think that they have more time available to them probably due to the fact they
perceive the task to be boring. One solution for this type of procrastinator is to break down tasks
into smaller chunks and create mini-deadlines which can make the task more interesting to them
by limiting the available time. This will appeal more to people who work better under pressure, as
this will create the adrenaline rush that panics them into starting a task.
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SOCIAL SKILLS TRAINING
For some learners it actually appears that the ability to work very hard and rapidly results
in promoting procrastination which negates the perception that it is down to laziness; certain
individuals simply prefer to work in binges followed by periods of inactivity.
Another reason for some people to procrastinate is the fear of making mistakes due
probably to excessive perfectionism. In this case it could be better to focus on getting started
rather than doing it well. More often than not procrastination is caused by uncertainty about
how to start a task or what is actually expected and hoping for ideas to come along. Therefore,
information gathering and clear outlines of tasks could certainly help this group of language
learners. However, the biggest obstacle is the lure of more interesting alternatives which need
to be made less accessible if possible or blatant reminders of the ‘task’.
One of the more successful ways of approaching procrastination is to start the task without
the need of thinking that it has to be continued for long periods of time. Quite often once a task
is begun the students spend more time on it than originally intended. Also getting some kind of
feedback of a small part of it can be motivating and encourage further work on the task.
This could also help the fear-of –failure procrastinators in that they receive positive
feedback early on in tackling a task and feel more inclined to persist. Prioritising ‘things to do’
can help a lot in that considering the more pleasurable feelings of say for example going out
with a ‘clean conscious’ that a task has been if not completed but started will probably result in
having a better time. Finally, resentment has been found to be another previously unrecognised
reason for procrastination so avoidant behaviour to activities that we feel have been imposed
so one way to overcome this is to think about the things you do like doing that will be even
more pleasurable once the dreadful task is out of the way.
Ten tips to postpone procrastination:
Discuss in a class how to work on
procrastination. Students can make a list of
tips how to postpone procrastination.
• Prioritise realistically
• Boost your moral before starting a task to put you in the right frame of mind
• Minimise distractions
• If you are used to taking orders from parents of other significant figures take control over your own planning
SOCIAL SKILLS TRAINING
65
• If the task appears enormous break it down into smaller chunks
• Reward yourself with the things you would usually do instead (maybe not cleaning out the
cupboards perhaps going out or watching TV, gardening whatever you might well choose over
starting something)
• Stop making excuses for not doing the task and face the fact that you not starting has negative
effects for you
• Even if the report won’t for example get you promoted it may certainly be noticed and have an
eventual part to play – impatience and over ambition may have a lot to answer for
• Prepare to get started by for example gathering necessary books, equipment, tidying desks
etc.
• Get started!
Trying to attain a goal typically exposes the students to stress inducing situations. Therefore,
good stress management is vital to eventually succeeding.
Tips to cope with stress
• Take time out from stress – with enjoyable activities
• Get a good night’s sleep
• Ask for help or advice
• Confide in someone
• Make notes of problems to gain a better perspective
• Imagine how someone else would cope
• Focus on solutions not just problems
• Stop beating yourself up – everyone makes mistakes
• Be realistic and put the problem(s) in perspective
• Do not be afraid of difficulty as it’s an inevitable part of life
Discuss in a class how to cope with stress.
Students can make a list of suggestions on how
to cope with stress.
(LANGUAGE) PORTFOLIOS
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66
There are numerous ways of compiling a portfolio to demonstrate prior learning. Most
institutions have their own format depending on what evidence needs to be gathered. To follow
is a suggested structure for the portfolio which is sufficiently flexible and can be adapted as
required. A portfolio contains work that a learner has selected and collected to show growth and
change in the learning process. A critical component of an educational portfolio is the learner’s
reflection on the individual pieces of work (the assignments).
Therefore there are many benefits of using portfolio for social skills training:
• Allows the teachers to see the students’ needs, disabilities and strengths.
• Serves as a concrete vehicle for communication.
• Gives the students possibilities to make personal learning goals.
• Promotes a shift in ownership (more responsibility for learning).
Have look at some video clips on Youtube
introducing European Language Portfolio, e.g.
http://www.youtube.com/watch?v=OT_
QL64KdqQ&feature=related
http://www.youtube.com/
watch?v=jlwpbf1aayM&feature=related
Aims and functions of a European Language Portfolio:
According to the Principles and Guidelines adopted by the Education Committee of the
Council of Europe, the European Language Portfolio has two main aims (http://www.coe.int/t/
dg4/education/elp/elp-reg/Source/Publications/Developers_guide_EN.pdf):
a) to motivate learners by acknowledging their efforts to extend and diversify their language
skills at all levels;
b) to provide a record of the linguistic and cultural skills they have acquired (to be consulted, for
example, when they are moving to a higher learning level or seeking employment at home or
abroad).
(LANGUAGE) PORTFOLIOS
67
Points a) and b) refer to the two basic functions of the European Language Portfolio:
a) The pedagogic function
A. Enhance the motivation of the learners
• to improve their ability to communicate in different languages,
• to learn additional languages,
• to seek new intercultural experiences.
B. Incite and help learners to
Present your class some simple examples of
the Language Portfolio. Encourage them to
think about:
Why and where would they use a Language
Portfolio?
How would they reflect upon and assess their
language progress in your class?
How would they state what they can do in the
language you teach?
• reflect on their objectives, ways of learning and success in language learning,
• plan their learning,
• learn autonomously.
C. Encourage learners to enhance their plurilingual and intercultural experience, for example
through
• contacts and visits,
• reading,
• use of the media,
• projects.
According to the Key Competences for Lifelong Learning - A European Reference Framework
(2004)
(http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf; http://ec.europa.eu/education/
policies/2010/doc/basicframe.pdf)
(male) learners should have developed eight key competences by the end of intial training or
education:
1. Communication in the mother tongue;
2. Communication in the foreign languages;
3. Mathematical competence and basic competences in science and technology;
There are 8 key comptences for Life-long
learning.
(LANGUAGE) PORTFOLIOS
4. Digital competence;
5. Learning to learn;
6. Interpersonal, intercultural and social competences and civic competence;
7. Entrepreneurship; and
8. Cultural expression.
Furthermore the LoveLanguage Toolbox and Handbook provide these key competences in
the shape of (language) knowledge, skills, attitudes and activities in the context: How to Attract
Participation and Increase Motivation of Young Male Learners, the fundamentals for each
(male) individual in a knowledge-based society. They provide added value for the labour
market, social cohesion and active citizenship by offering flexibility and adaptability,
satisfaction and motivation to drop-outs, ethnic minorities, long-term unemployed young
adults and socially marginalised persons.
The LoveLanguage Toolbox and Handbook enable (male) learners to get a more positive
picture of learning, of themselves and of their potentials. With this basis they can participate
more actively in the learning process and experience learning as something worthy. They help
to develop plans and goals (for learning and life).
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WEB 2.0
69
What is Web 2.0?
The term Web 2.0 represents a second generation of the World Wide Web that is focused on
the ability of people to collaborate and share information online. Web 2.0 basically refers to the
transition from static HTML Web pages to a more dynamic Web that is more organized and is
based on serving Web applications to users. Web 2.0 is also called „network as plaform“.
Users can create the content and become the architect of their own web sites.
A Web 2.0 site allows users to communicate and share information, interact and
collaborate between other users. Examples of Web 2.0 include social networking sites, blogs,
wikis, video sharing sites, hosted services or web applications. By increasing what was already
possible in "Web 1.0", they provide the user with a greater user-interface, more software and
storage facilities, all through their browser.
Why use Web 2.0 in education?
Have you ever used these web 2.0 applications?
Gmail, Facebook, Twitter, Wikipedia, Youtube,
Flickr, Myspace
Are some of these applications a natural part of your life, work and communication?
If you said yes twice, you've already answered the question, „Why use Web 2.0 in education.“
The internet became an important, necessary and often indispensable part of our lives, as a result
we have to involve it in our natural education process.
Education stakeholders know that for education in a knowledge-based society, ICT is vital as it
enables learning anywhere, anytime and anyhow in our dynamic fast-changing knowledge-based
society (Punie & Cabrera, 2006).
Technology has the potential to serve as an environment for exploring one's own
interpretations, constructing one's own meanings and negotiating and/or defending these with
peers. Because it offers student'centered experiences, it can encourage constructive discourse
and empower independent, critical thinking (Porter, 2000) and ‘new literacies’ (Howard&Bender &
Mulcahy, 2007) in any context.
WEB 2.0
With the rapidly evolving technology, the once “Read Only” Internet has changed to a “Read
Write” model. As such, the advantages are numerous and many still need to be unveiled:
a) the content can be divided and organized in different ways to fulfill the interests and needs of
each individual;
b) the contents are created collaboratively and according to users’ interests
a social community arises, where “the web surfer negotiates the connections within a social
or idea network, exchanges bits of content, creates something new, and then the cycle begins
again” (D’ Sousa, 2007, p. 6).
In fact, a study on teen content creation revealed “57% of online teens create content for the
Internet. That amounts to half of all teens ages 12–17, or about 12 million youth. These Content
Creators report having done one or more of the following activities: create a blog; create or work
on a personal web-page; create or work on a webpage for school, a friend, or an organization;
share original content such as artwork, photos, stories, or videos online; or remix content found
online into a new creation” (Lenhard and Madden, 2005).
„Web 2.0 technologies provide teachers with new ways to engage students in a meaningful
way. Children raised on new media technologies are less patient with filling out worksheets
and listening to lectures because students already participate on a global level. The lack of
participation in a traditional classroom stems more from the fact that students receive better
feedback online. Traditional classrooms have students do assignments and when they are
completed, they are just that, finished. However, Web 2.0 shows students that education is a
constantly evolving entity. Whether it is participating in a class discussion, or participating in a
forum discussion, the technologies available to students in a Web 2.0 classroom does increase
the amount they participate.“(http://en.wikipedia.org/wiki/Web_2.0)
Reasons for using web 2.0 in education:
• You don't need to install programs to your computer – all applications are online
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WEB 2.0
• Direct focus on students’ individual learning needs and interests
• Easy socialization, collaboration and communication between students, teachers and
parents
• Save and share all information about your school, events, subjects, lesson planning, news
etc. on the Internet
• Integrates IT in any subject (Language, Maths, Science...)
• create and manage schedules for department staff, students, parents, etc.
• Present students work in funny and interactive new ways
• Free and attractive publicity for your subject, project, students' collaborations or school
• Huge source of information, educational tools and materials for teaching
• Provides students with a great opportunity to learn on their own or with their peers
• Develops creativity, IT proficiency, and capability of team work
• Increases student motivation and participation
Web 2.0 applications are not just an attractive way of teaching. They make a teacher's
preparation easier and more comprehensible.
Education and training systems need innovative change to foster new skills for new jobs,
taking into account the changing living, working and learning patterns in a digital society.
Social computing both causes and responds to these changes by, on the one hand, disrupting
established practices, and, on the other, providing new means for fostering lifelong learning,
supporting the vision of personalized future learning spaces in the knowledge society (cf. Punie et
al, 2006).
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WEB 2.0
Categories of web 2.0 applications:
• Social Networking services
Examples:
http://www.facebook.com
http://www.myspace.com
http://www.linkedin.com
http://www.secondlife.com
Use: communication, collaboration, content sharing across networks of contacts, connecting
people, sending mails and instant messages, posting photos, videos, images, audio content
Social networking systems allow users to describe themselves and their interests, implement
notions of friends, ranking, and communities (Redecker, 2009).
• Blogs
Example:
http://www.edublogs.org
Use: communication, collection and presentation of students work, collaboration, feedback, news
and annoucements, writing skills
“Weblogs” or “blogs”, a term coined by Jorn Barger in 1997, are online public writing
environments, which enable a single author or a group of authors to write and publicly display
articles, called posts, which are listed in reversed chronological order (Ellison & Wu, 2008;
Anderson, 2007).
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WEB 2.0
• Digital Storytelling / Student generated videos
Examples:
http://www.audacity.com
http://www.animoto.com
http://www.flixtime.com
Software from the operating systems: iMovie (Apple), Windows Movie Maker (Windows)
Use: integration of different literacies and language skills, combination of multimedia
researching, production and presentation skills with more traditional activities like writing and
oral production skills, narrative function.
The term “Digital Storytelling”, literally, means using computer-based tools that allow for the
digital manipulation of content – audio, text or images – to tell stories. Digital stories are the
result of this process (Ribeiro, 2011).
• Wikis
Examples:
http://www.wikipedia.org
http://www.writeboard.com
http://www.wikia.com
Use: online encyclopaedia, source of information, collaborative writing or group projects
A wiki is a website that allows users to collaboratively add, remove and otherwise edit and change
content, usually text (Owen et al., 2006; OECD, 2007).
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WEB 2.0
• Podcasts / radio programs
Examples:
http://www.apple.com/itunes
http://www.thepodcasthost.com/podwhating/
http://www.podomatic.com/directory/Education
Use: student-created podcasts to record, evaluate and share experiences, audio and visual guides,
audio-visual instructions, listen to the audio or video content as many times as you want to.
Podcasts are digital media files (most often audio, but they can be video as well), which are
produced in a series. Podcasting is an easy and powerful way to communicate your ideas and
messages.
• Media-sharing services
Examples:
http://www.youtube.com
http://www.apple.com/itunes
http://www.slideshare.net
http://www.flickr.com
Use: search for and display content, photos and videos posting.
Media-sharing sites make web videos easily accessible for educational purposes. Educational
videos are widely popular within YouTube, ranging from a “10 minute cooking school” to videos
that teach hair styling or “How to kiss passionately” (Downes, 2008).
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WEB 2.0
• Virtual worlds and immersive environments
Examples:
http://www.secondlife.com
http://www.opensimulator.org
http://www.activeworlds.com/
http://www.entropiauniverse.com/
Use: role- playing, simulation and scenario activities, artistic expression, group work, collaboration
and meetings, distance learning programs, team building, conducting training, professional
development, and teaching full courses.
Users can build, display, and store virtual creations, as well as host events and businesses or real
university courses (OECD, 2007).
• Presentation and Publication
Examples:
http://www.prezi.com
http://www.glogster.com
http://www.issuu. com
http://www.scribd.com
Use: To elaborate presentations in a more attractive format or just to publish other types of
documents that we already have (powerpoints, pdfs, etc.) in a more interesting and dynamic way.
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WEB 2.0
• Online office applications
Examples:
http://www.google.com
http://www.docs.google.com
http://www.stickers.com
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Keywords of web 2.0
challenge, inovation, creativity, networks,
collaboration, connection, learning to learn,
personalisation, changing teacher and student
roles, peer-to-peer learning, effectivity, reading
and writing skills, digital skills, motivation,
social and learning skills, self-directed
learning skills
Use: editing documents, word processing, spreadsheets, presentations, contacts, meetings,
e-mail, sharing and accessing common information, coordinating schedules and keeping each
other informed
Online office applications, also called “Web office”, “Web desktop” or “WebTop” (as opposed
to “desktop”) are software packages, that replicate desktop applications like Microsoft Office
or Open Office, usually including a word processor, data sheet, multimedia presentations, etc.
(Bartolomé, 2008, Anderson, 2007).
• Web 2.0 tools designed for learning purposes
Examples:
http://www.moodle.com
http://www.wikispaces.com/
http://www.surveymonkey.com/
Use: networking, database, learning-management, collaborative learning, produce ideas, simplify
problems, resolve tasks.
Some online collaboration applications are especially tailored for educational purposes. For example Moodle is a free software e-learning platform designed to help educators create online courses with opportunities for rich interaction (cf. Stemmer & Hummer, 2007).
WEB 2.0
Barriers and Risks
• Barriers encountered with web 2.0 applications
– equal access to these tools and necessary skills for using these resources
– computer equipment levels
– IT skills
– Copyright
Educators’ confidence in and experiences with social computing services is one of the main
barriers to exploiting them within education (Childnet International, 2008).
• Risk of using web 2.0 applications
– Displaying personal data
– Self-destructive behaviour
– Cyberbullying
– Online grooming and sexual abuse in social networking environments
In all of these cases it is vital that schools understand the issue, know how to prevent incidents,
respond to incidents and keep up to date on the legal issues surrounding the subject (Childnet
International, 2008).
Advice
• to educate teachers in the use of web 2.0 (workshop, learning lessons etc.)
• to make guidelines of usage for web 2.0 at school (rules, password-protected website, privacy
protections, use of pseudonyms)
• to explain and discuss all risks of Internet use between teachers, students, and parents
• to explain to students how to identify and report inappropriate behaviour on sites they are
using
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FURTHER READINGS & SOURCES
79
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