Resilience, the ability to bounce back from stress, is an important attribute for anyone facing a difficult situation. In English Language Teaching there is a focus on encouraging students to build their individual resilience to aide their learning and improve their mental health. There has also been an increasing focus on building resilience in communities that have fled conflict, and how language classrooms can be a safe space for learners to work through the effects of trauma.
How does learning English support the resilience of an individual?
In ELT there has been a particular focus on building individual resilience, as education places more importance on learners’ mental health. Resilience of students, particularly from communities of migrants and refugees, can be built by combining personal development with the development of skills for employment. While acquiring age-appropriate levels of literacy and mastering a new language, it is essential to ensure that spoken and written forms of the mother tongue are also affirmed. This bilingual resilience-building model results in better academic performance, literacy rates and language learning, all of which enhance children’s likely success in education and future employment. Thus, success is related to developing the mother tongue as well as additional languages such as English.
How does a bilingual resilience-building model support communities that have fled conflict?
Opportunities to use home languages when learning English create inclusive learning environments less likely to marginalise children based on social, ethnic, or gender. In addition to benefiting academic performance and language development, these language programmes also foster inter-generational ethnic connections, increase family cohesion, and support cultural identities. This is achieved by helping English language learners bring home languages and cultures into the classroom.
Where can I learn more?
Below is an infographic from ELT Journals, outlining the role the ELT classroom plays in building personal and academic resilience. You can find the full article, including references, below:
Nigel Caplan, assistant professor at the University of Delaware English Language Institute, holds degrees from Cambridge University and the University of Pennsylvania, and is finishing his PhD in Education. His research focuses on genre theory and collaborative writing. He has presented at TESOL as an invited speaker, the European Association of Teachers of Academic Writing, and the Symposium on Second Language Writing. He is the co-author of Q: Skills for Success and Inside Writing (OUP).
As a teacher and writer, I believe that two of the main questions we face in the classroom can be summarized as: How do our students learn, and how do our lesson plans and materials promote learning?
I’m especially interested in how this applies to our use of texts. And I say texts not readings to emphasize my belief that the articles, reviews, websites, essays, and textbooks that we assign can be used for more than teaching reading.
Here are four of the ways I use texts in my teaching:
To challenge students to reconsider the world. For example, in the second edition of Q: Skills for Success Reading/Writing 5, we have a fascinating new reading about how graphs can lie: what appear to be hard numbers may turn out to be visual distortions!
To encourage critical thinking by presenting multiple viewpoints. When we were writing Q: Skills, we were always looking for two different ways to answer the unit question, often from very different academic fields. So, for instance, how do we define a private space after reading articles about shared spaces such as roads and public buildings?
To model written genres. We all learn to write by reading other texts in the target genre. That’s how we know what a wedding invitation, or a conference proposal, or a blog post should look like. In Inside Writing, we present one or more models for every genre we ask students to write and invite them to discover how and why it is written.
To focus on language. Reading widely is certainly important for language acquisition, but research has shown that it’s not enough. Learners also need to focus on the structure of the new language. After reading a text for meaning, I like to dig into the language and help students discover useful vocabulary and grammar structures that they can use in their own speaking and writing. For example, why does a summary of a research article begin with “The author claims that poor exercise routines can be dangerous” rather than “The author presents the dangers of poor exercise routines”?
At the JALT 2015 conference in Shizuoka, Japan (November 20-23), I’ll be talking about these ideas in more detail, including a language-based approach to teaching critical thinking, and a genre-based approach to teaching writing through the Teaching/Learning Cycle.
The Teaching/Learning Cycle
The Teaching/Learning Cycle (Rothery, 1996)* is a well-developed method for helping students to write in target genres. The Teaching/Learning cycle starts with an activity called “Deconstruction,” which is basically a teacher-led analysis of several writing models to help students deduce the staging (the typical structure of information) and language used (especially for ESL or other linguistic minority populations). For example, we teach the online product review as a genre that requires students to describe an item in detail and evaluate it, giving specific reasons. So, first we have students read several reviews, adapted for the level, and then together we figure out that reviews typically follow a predictable pattern: establishing the writer’s expertise, describing the product, giving opinions with specific support, and then closing with a recommendation. You can find this assignment in Inside Writing 2.
The trick with deconstruction is to avoid structural labels and focus on functions. For example, if I ask my students what the structure of any genre is, they will invariably reply “introduction, body, conclusion” because that’s what they’ve been taught. But pretty much every piece of writing has a beginning, middle, and end, so it’s just not very helpful to students learning how to write. In the case of argument writing, for instance, “claims” and “evidence” are much more useful than “introduction” and “body.”
At this point, we also need to focus on language. How are adjectives used to strengthen a description? What shifts in tense do you see? What verbs do the authors use to introduce evidence? What tenses do they use? Do you see certain types of grammar in the claims and opinions but not the evidence and support (e.g. modals)? How do the writers use relative (adjective) clauses? Once you start asking these questions, you’ll be amazed what you and your students notice about your genres!
Join me at JALT to practice the other stages of the Teaching/Learning cycle, Joint Construction and Independent Construction. I’m also going to discuss teaching critical thinking by using thought-provoking texts as prompts for discussion and writing.
Nigel will present at JALT on Saturday, November 21st and Sunday, November 22nd. Click here for more details.
* Joan Rothery’s chapter, “Making Changes: Developing an Educational Linguistics” is in the book Literacy in Society (Hasan & Williams, 1996). The pedagogy is also summarized in my essay, “From Generic Writing to Genre-Based Writing,” available from the OUP website.