Module 1: Teaching and learning

Learning a new language can be one of the most difficult learning processes there is, so teaching a new
language inherently comes with great obstacles. In order to effectively teach English to someone new to
the language, you have to understand a lot, including the basics of the English language, how speakers
acquire a new language, and how to motivate a student to succeed where he or she is struggling. In this
module, we will discuss the basics of how to get started, including taking a hard look at how to access the
motivations of new students, how to use their previous language and cultural background to your
advantage, and how to get your students started on the path to English fluency.

Module 1: Teaching and learning

1.1 Motivation

1.2 Understanding cultural backgrounds

1.3 The importance of first language

1.4 Getting started

1.1 Motivation

Teaching any subject properly requires an understanding of how motivation affects a student. Without
proper motivation, it will be difficult for students to commit to the process. Since learning a new language
can be one of the hardest lessons there is, it is even more important that you, as the teacher, understand the
motivation behind your students commitment to learning, and use it to your advantage. We will start
discussing motivation by breaking it down into its two smaller parts: intrinsic motivation and extrinsic
motivation.

1.1.1 Intrinsic motivation

Intrinsic motivation is the best stepping stone to success, but it is not something you can teach. Intrinsic
motivation is when a person is compelled to do something for internal rewards. This type of motivation
is powerful because extrinsic rewards can be fleeting or disappointing, but an internal drive to succeed
will always motivate an individual. While you cannot teach someone to be intrinsically motivated, you
can help your students access intrinsic motivation that they may not know is already there, or that they
may have lost for the moment. If you know your students are intrinsically motivated, you can appeal to
their intrinsic motivation to help them succeed. Here are some tips to access and use your students’
intrinsic motivation:

 Get to the root of what is driving the individual. While he or she may acknowledge an extrinsic
motivation for learning English, you may be able to help them tie that to a grander, internal drive. For
example, if a student comes to you wanting to learn English because they are moving to an English
speaking country and it will be helpful to know, the superficial part of their reasoning points toward
extrinsic motivation. However, this extrinsic motivator points to something internal: the desire to fit in
and not feel like an outsider.
 Understand the basis for most forms of intrinsic motivation. William Glasser, an American psychiatrist,
published a theory in 1998 proposing that humans have essential needs that dictate our emotional
health. These needs are the need to belong or connect, the need for power or competence, the need for
freedom, and the need to have fun. Having these needs in mind could help you when designing your
lessons. Which of these needs is this lesson satisfying? This is a way to get away from the punishment
and reward system that is meant to access an individual’s extrinsic motivation.

 Be aware of the fact that intrinsic motivation cannot be forced, and does not abide by the classic reward
and punishment system many subscribe to. For example, if someone is not reacting to your lessons, it is
not going to help to intentionally make them feel like they don’t belong. In order for intrinsic
motivation to work, the individual needs to feel like he or she is in control of the situation, so try to
access your students’ internal drive, but don’t try to force one on them.

1.1.2 Extrinsic motivation

While extrinsic motivation is not nearly as strong as intrinsic motivation, it is much easier for the teacher
to control. Extrinsic motivation refers to when an individual is compelled to do something because of an
outside reward. Because of the ease it can be used to teach someone, extrinsic motivators are often the
basis for educational programs. The most common extrinsic motivator is grades, which teachers can
simply reward good behavior and punish bad behavior (behavior here refers to whatever the student is
expected to do). A student who hands in his or her project, follows directions, and effectively addresses the
purpose of the project is rewarded with an A, and a student who does not is punished with an F.

Why it works
Even though, as we have said, the drive caused by extrinsic motivation pales in comparison to intrinsic
motivation, that does mean that you cannot find success with extrinsic motivation. These motivators access
an individual’s desire to find success, even if someone else defines that success. Here are some examples
of extrinsic motivators that work in the classroom:

 Grades: This is the most obvious extrinsic motivator. Individuals want to be successful, and feel better
when they receive a high score as opposed to a low score. If you teach in a high school setting, grades
can mean the difference between the student getting into college (or a good college) or not, so grades
can be a good motivator for students. Even when there is no next level, however, many students will be
motivated to succeed by grades.

 Competition: Many individuals have an innate desire to be winners, and putting your students in
competition with each other can be a good way to motivate them to succeed, especially if the results are
available to all students. This is used a lot by teachers of younger students with things like performance
charts, where teachers give students who do well some sort of visible reward, like a gold star.
Conversely, teachers can punish negative behaviors by posting the name of the student in question on
the board as someone who is not behaving. This can sometimes help motivate students to succeed
because they would like to do better than their classmates.
 Extra rewards and punishments: In addition to grades, some teachers will offer extra incentive to
succeed, perhaps in the form of prizes. A teacher might, for example, make a deal with a student that if
he or she improves, then he or she can go on the class trip. Conversely, punishments like detentions or
phone calls home can be a consequence that motivates a student.

1.1.3 Which type of motivation is better?

While intrinsic motivation is stronger than extrinsic motivation, it is not very immediate, and therefore can
lose effect in the short-term. Extrinsic motivation can be very helpful in the short-term, but is often
temporary and does not last. For that reason, the best type of motivation is a combination of the two. Even
students with intrinsic motivation sometimes need to be motivated by extrinsic rewards and punishments to
keep them on track. Here are some examples of how you can use both intrinsic motivation and extrinsic
motivation to help your students:

 We’ll start with an example we have previously used: an individual would like to learn English because
she is moving to an English-speaking country. Whether she realizes it or not, this can be an example of
intrinsic motivation and her need to fit in and be successful. You can help her access this by asking her
to write down the reasons she thinks it will be helpful to learn English, and then look deeply into those
reasons. While this desire can be a strong motivator, you may find that this student begins slacking off
during your lessons. She may be having trouble seeing the light at the end of the tunnel. Using extrinsic
motivators, like grades or rewards, you can help her over the hurdle and get back on track. The lasting
motivation that will drive her to succeed is the need to fit in, but the temporary motivation of grades or
a reward will help push her through the moments where she is having trouble seeing the finish line.

 A man comes to you and tells you he wants to learn English so he can get a promotion and make more
money in his corporate career. While money and prestige are both extrinsic motivators, the need for
approval and competence is intrinsic. This is an individual who is driven by the desire to succeed, so
extrinsic motivators will be very effective on him. If he wants to use this as a way of advancing his
career, then he will likely want to learn English while attaining the highest grades or scores possible so
he can flaunt his success. This is the extrinsic carrot that you can use to help him succeed.

 A woman feels stuck in a job that is stifling and wants to pursue a career that requires her to know
English and comes to you for help. This individual is intrinsically motivated by her need for control
and freedom. She is less likely to be motivated by outside influences, and more likely to be motivated
by a less overbearing and prescribed teaching style. However, she still may require some extrinsic
motivators to continue striving for success, so you may need to let her frame her own definition of
success, then grade her on the framework she created. This will give her the freedom she wants while
still holding her personally accountable for her actions.

1.2 Understanding cultural backgrounds

One of the first steps you need to take as an educator is to take their cultural background into account.
Instead of trying to present you all the potential cultural backgrounds your students bring to the table
(which could be an entire course in itself), we are instead going to focus on why it is important to consider
your students’ backgrounds, and why it can be useful to adjust your instruction to better address the
varying backgrounds of your students

1.2.1 Why is it important to understand your students’ cultural backgrounds?

Language is directly related to culture because language is fluid and changes over time as the culture of a
region changes. This is why languages like Italian and French can both originate from Latin, but still be
fundamentally different. Latin was taken to these regions, and developed as the culture of the regions
developed, taking two very different paths in Italian and French. So, it is important to teach cultural
elements as you teach English, to take into account the importance of an individual’s cultural origins.
These cultural backgrounds can not only affect the way they attain a new language, but also the way they
learn in general. Here are some ways in which an individual’s cultural background can affect his or her
acquisition of a new language:

 A student’s environment can have an enormous effect on the way he or she learns. Studies have shown
that language acquisition is impacted by an individual’s background, and while learning a new
language isn’t the same as learning your first language, environment can play a significant role in an
individual’s second language acquisition. A student who comes from a home that values education
comes from a home that nurtures what he or she is learning. A student who comes from a home that
values life experience over formal education might have more difficulty with traditional lessons.

 Students from various cultural backgrounds will react to different styles of teaching in different ways.
Some of your students may be coming from a background of very strict, teacher-led instruction. Others
may be coming from a background of more free, student-led instruction. While both styles have their
merit, you will find yourself needing to use differentiation to properly reach both of these students. You
can figure out how to best address the needs of your students by simply asking them through an
informal conversation or a standard pre-test. Let your students tell you how they learn best, and adjust
your teaching to appeal to their needs.

 An individual’s cultural background can affect the way that he/she thinks, which can affect the
student’s performance in your classroom. Taking your students’ cultural backgrounds into account
when you are designing and implementing your instruction will help you account for the potential
different ways that your students think.

1.3 The importance of first language

More important than understanding your students’ cultural background is understanding how their first
language will affect the speed and ease they learn English as a new language. While a student’s cultural
background can affect the way he or she learns, a student’s native language can affect the way he or she
views language to begin with. What are some of the obstacles students face when trying to learn English as
a second language?

1.3.1 Language barriers

Every language has its own rules, and while many languages share similarities that make new language
acquisition simpler, some students will be trying to transition to a new set of rules and language structure.
Here are some examples of how language is structured differently:

 Some languages have been created based on symbols or pictures that represent ideas rather than words
made of letters. The transition to English from languages that follow a structure like this can be very
difficult.

 Some languages are read from right to left rather than left to right, which is how English is read. This
does not necessarily affect a student’s ability to gain proficiency in speaking the language, but it
certainly provides a hurdle for students trying to learn to read English.

 Many languages require a different sentence structure than English requires. One of the most common
examples is when languages place adjectives differently in a sentence than they are in English. In
English, someone might say “go get the blue car.” That same sentence in some languages would
translate back to English as “go get the car blue.” This can make fluency difficult.

 Many students will be confused by the way verbs are conjugated in English. Many languages have set
rules that apply to the conjugation of most verbs, while English can seem like a free-for-all at times.

1.3.2 How can we use our students’ native languages to our advantage?
While a new language like English will provide obstacles for your students to overcome, there are ways
you can take those obstacles and turn them into advantages. If your students are coming to class already
understanding a language other than English, why not use that to help them learn better? Here are some
ways that teachers can use a student’s native language to help him or her:

 It is important that you understand cognates, and how to use them. A cognate is a word, or root word,
used in multiple languages and has a similar etymological background. In other words, you can provide
a link for your students between their native language and English. These cognates can be little pockets
of comfort for your students as they tread into the unknown territory of a new language.
 Developing further on the above point, emphasize breaking words down to their roots as you are
teaching them. This helps students get a better understanding of the patterns of the English language,
which will help them succeed. This makes it easier for students to link the two languages through
cognates, but also makes it easier for students to make connections between new words they are
learning.

 Using multiple texts is a good way to help students ease into the new language. Providing a translated
version of the text may change the structure, connotation, and intent, but it will give the student a frame
of reference when he or she gets stuck. Translated texts can be a crutch for new language learners, but
if they are used properly, they can work as a guide to help students feel more comfortable with a new
language.

 Try asking questions in the student’s native language, but ask them to answer in English. Or switch it
around and ask them questions in English that they need to answer in their native language. This may
 be more work for you, depending on the diversity of your classroom, but it can help students ease into
understanding English.

 Use your students’ native language to help scaffold and model in English. This can be as simple as
having your students write in their native language, and then showing them how it would look in
English. You could then ask them to do the same thing, following your model. Unfortunately, this may
require you to be fluent in a lot of languages, but you can work through it with the student if you don’t
speak his or her native language.

 Have your students help each other. Even if the students do not speak the same native language, they
are going through the same process and can bond in their desire to learn English, and help each other
learn.

1.4 Getting started

It is no mystery that teaching students a new language is a difficult task, but it can be infinitely rewarding.
So, how do you actually get started on your career? The first step, of course, you have already taken; and
that is to seek training. Let’s take a look at some other important aspects of successfully helping your
students.

1.4.1 Ensuring your success

Here are some basic tips to ensure you are successful and able to help your students learn English as a
second language:

 Make sure you are well versed in the structure and make-up of the English language. We will discuss a
lot of things you need to know, but it couldn’t hurt to supplement this course with further study of the
language. The English language is incredibly complex and full of rules that are not necessarily logical.

 While we will give you many tools to become an effective teacher of English as a second language, it is
important you continually seek out research and professional journal articles to keep up with the
current educational trends. We are constantly discovering how we attain language and how we learn, so
teaching English as a second language is a lifelong educational commitment.

 Make sure you understand how learners acquire new knowledge. As we have discussed earlier in this
module, that does not just refer to language acquisition, but to knowledge acquisition as a whole. Learn
everything you need to know about differentiation (which we will discuss at length in a future model)
in order to give your students the best chance to succeed in acquiring their new language.

 Be prepared to access all your patience. If you do not come from a teaching background, you may not
be aware the patience it takes to help someone learn something new. If you do come from a teaching
background, then understand this may be the most difficult thing to teach someone, and you will need
to be even more patient than you may have expected.
 Continually use your experiences to build strategies and concepts that work for your students. All the
training in the world will help you, but the true answers to your questions of “how?” will come from
experience. Make sure you don’t forget any of the lessons you learn along the way.

1.4.2 Understanding the basics

There is a basic framework you will need to follow in order to find success in helping students with the
acquisition of a new language. We will discuss these concepts in detail in future modules. Here is an
overview to help you get started on your path to success:

 Linguistics:

Helping your students understand the basics of linguistics will help ensure students understand the
basics of how the English language is structured, how we break down and diagram the components of a
sentence, and how we communicate in English. This concept will give students a structure on which to
build their true understanding of the language.

 Reading:

Reading is one of the first skills you will develop with your students. It is typically where most teachers
of English as a second language begin, because having words in front of the student can make him or
her feel more comfortable trying to decipher them. Students can learn to see words and sound them out,
with the guidance of the word in front of them.

 Writing:

The next step is to work on your student’s skills in writing. The students will have the guidance of the
words in front of them like they do when they learn to read, but it requires them to take the next step
because they will be the ones producing the words. This is a great time for students to work on the
linguistic principles they already studied, and practice sentence structure, syntax, and other basic
concepts of English.

 Speaking:

Speaking can be the most difficult part of learning a new language. Having to sound the words out loud
can add an extra level of anxiety because everyone in the class will hear the student if he or she makes
a mistake. Creating a classroom of respect and support can go a long way to assuage your students’
anxiety. If the student feels comfortable enough that he or she is not afraid to make mistakes in front of
the class, he or she will be more willing to take risks.

 Listening:

Listening is a difficult skill when it comes to a new language. Students often feel more comfortable
with it, because they are not required to put themselves out there as much. However, listening is the
next step after the students begin learning to speak the language. If a student can listen to something in
English, comprehend it, and respond properly, he or she is exhibiting a complex understanding of the
language, and is usually doing it without a visual reference (besides body language).