Andragogy, Inclusivity, and the Adult ESL Practitioner
It is an established fact that adults learn differently to children. Tovey and Lawlor (2008, p.78-79) outline core differences between the theory of the learning of children (pedagogy) from the theory of learning for adults (andragogy). Furthermore, in relation to adragogy, Knowles (1987) presented six key principles relating to what has been defined as a “collaborative” andragogical approach. They are that Adults require and/or display: Self-directed Learning; Experience; Readiness; Need to Know (Practicality); Orientation to Learning; and Motivation (p. 57-63).
Despite ESL classes facing additional issues and variables in the form of culture and language differences, studies suggest that these andragogical principles, if applied by educators, will enhance student outcomes (Coker, 2013, p. 81).
Furthermore, application of andragogical theory and learning and teaching technologies can positively affect ESL/EFL students’ learning in a number of ways. For instance, in one macro skill alone, Torky (2015) presents a paper with a vast array of suggestions as to how TESOL practitioners can apply online asynchronous communication (in which posts are read and replied to later) and the process writing approach to enhance EFL written production with the use of technology. Suggestions include technologies and resources such as: Discussion Boards, LISTERV, Online Quizzes, Online debates and more! There are literally hundreds of methods to support the other macro skills and their sub-skills such as Speaking, Reading, Writing, Grammar, Pronunciation etc.
References
Coker, C. M. (2013). An investigation of knowles’ principles of andragogy in a second-language environment. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1417074597?accountid=10344
Jarvis, P. (2010). Adult Education and Lifelong Learning – Theory and Practice. 4th Edition. Abingdon, Routledge.
Smith, R. (1983) Learning How to Learn. Milton Keynes, Open University Press.
Torky, S. A. (2015). The Role of Online Tools in Promoting EFL Writing: A Pedagogical Perspective. In R. Al-Mahrooqi, V. Thakur, & A. Roscoe (Eds.), Methodologies for Effective Writing Instruction in EFL and ESL Classrooms (pp. 248-267). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-6619-1.ch015
Tovey, M. & Lawlor, D. (2008). Training in Australia – 3rd Edition. Frenchs Forest, Pearson.
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