1. A whole person approach to teaching Young Learners A whole person approach to teaching Young Learners Nelly Zafeiriadou, MA, Ed D ELT School Advisor nelzafeir@sch.gr nelzafeir@sch.gr

2. Young learners ( looking into Teachers’ constructions ) What are they like? What are they like? What do they like? What do they like? What makes them different from adult learners? What makes them different from adult learners?

3. Being a YL teacher How do you feel about the picture? Being a YL teacher How do you feel about the picture?

4. Young children do not come to the language classroom empty-handed. They bring with them an already well- established set of instincts, skills and characteristics which will help them to learn another language. We need to identify those and make the most of them. ( Susan Halliwell 1992:3) Young children do not come to the language classroom empty-handed. They bring with them an already well- established set of instincts, skills and characteristics which will help them to learn another language. We need to identify those and make the most of them. ( Susan Halliwell 1992:3)

5. Children: - are already very good at interpreting meaning without necessarily understanding the individual words; - already have great skill in using limited language creatively; - frequently learn indirectly rather than directly; - take great pleasure in finding and creating fun in whatever they do; - have a ready imagination; - take great delight in talking and moving ! Susan Halliwell (1992:3) Susan Halliwell (1992:3)

6. …. the most remarkable features of the young mind-its adventurousness, its generativity, its resourcefulness and its flashes of flexibility and creativity H. Gardner, 1993 H. Gardner, 1993

7. A whole person approach to learning- theoretical background A whole person approach to learning- theoretical background The humanistic position to learning: The humanistic position to learning: Tell me and I forget Tell me and I forget Teach me and I remember, Teach me and I remember, Involve me and I learn Involve me and I learn

8. Humanism as a paradigm Roots in classical notion of Paidia ( Protagoras, Aristotle ), in the thought of Erasmus (Rennais.) Spinoza (17 th c), Rousseau (18 th c), Existentialism(20 th c) Roots in classical notion of Paidia ( Protagoras, Aristotle ), in the thought of Erasmus (Rennais.) Spinoza (17 th c), Rousseau (18 th c), Existentialism(20 th c) a theory of philosophy a theory of philosophy a theory of psychology a theory of psychology an educational approach; a pedagogy an educational approach; a pedagogy

9. Humanism as a theory of philosophy human nature is inherently good human nature is inherently good individuals are essentially free and autonomous within the constraints of heredity, personal history, and environment individuals are essentially free and autonomous within the constraints of heredity, personal history, and environment each person is unique with unlimited potential for growth each person is unique with unlimited potential for growth

10. Humanism as a theory of philosophy self-concept plays a key role in influencing development self-concept plays a key role in influencing development individuals possess an urge toward self- actualization individuals possess an urge toward self- actualization reality is a personally defined construct reality is a personally defined construct individuals are responsible to themselves and to others. individuals are responsible to themselves and to others. ( Elias and Merriam,1980) ( Elias and Merriam,1980)

11. Humanism as a theory of psychology the 3 rd Force of psychology in the 1960s among Behaviorism and psychoanalytic theory the 3 rd Force of psychology in the 1960s among Behaviorism and psychoanalytic theory No single conception of humanistic psychology: No single conception of humanistic psychology: Raises the issue: what means to be human? Raises the issue: what means to be human? A. Maslow and C. Rogers’ thought: the greatest influence A. Maslow and C. Rogers’ thought: the greatest influence

12. Maslow’s hierarchical theory of human motivation (1968,1970)

13. C. Roger’s thinking Human beings have a tendency toward self- actualization; however, the way in which individuals are socialized often blocks that urge. A therapeutic relationship based on the values of unconditional positive regard, accurate empathetic understanding, honesty and integrity can help individuals fulfil their greatest potential. Human beings have a tendency toward self- actualization; however, the way in which individuals are socialized often blocks that urge. A therapeutic relationship based on the values of unconditional positive regard, accurate empathetic understanding, honesty and integrity can help individuals fulfil their greatest potential. notion of self-direction: “means that one chooses –and then learns from the consequences” ( Rogers 1961) notion of self-direction: “means that one chooses –and then learns from the consequences” ( Rogers 1961)

14. Implications of Humanism for language pedagogy Implications of Humanism for language pedagogy q uestions : what makes any learning experience truly educational ? q uestions : what makes any learning experience truly educational ? children may be having difficulties with learning in school because their basic needs are not being met at home or in the classroom children may be having difficulties with learning in school because their basic needs are not being met at home or in the classroom

15. Implications of Humanism for language pedagogy significant learning will only take place when the subject-matter is of personal relevance to the learners and when it involves active participation by them ie. experiential learning. significant learning will only take place when the subject-matter is of personal relevance to the learners and when it involves active participation by them ie. experiential learning. Learning which is self-initiated and which involves feelings as well as cognition will possibly be more lasting and pervasive Learning which is self-initiated and which involves feelings as well as cognition will possibly be more lasting and pervasive

16. Implications of humanism for language pedagogy. the importance of establishing a secure environment and feeling of belonging fostering self-respect and understanding of otherness the importance of establishing a secure environment and feeling of belonging fostering self-respect and understanding of otherness learners should be encouraged to think critically (cognitive needs) and be creative (aesthetic needs) learners should be encouraged to think critically (cognitive needs) and be creative (aesthetic needs)

17. Implications of humanism for language pedagogy independence, creativity and self- reliance are most likely to flourish in learning situations where external criticism is kept to a minimum and where self-evaluation is encouraged. independence, creativity and self- reliance are most likely to flourish in learning situations where external criticism is kept to a minimum and where self-evaluation is encouraged. One of the primary functions of education is enabling learners to develop as individuals in their own right and thereby achieve self-actualization. One of the primary functions of education is enabling learners to develop as individuals in their own right and thereby achieve self-actualization.

18. In the ELT profession Humanism has had a considerable impact. A number of different ELT methodologies have arisen from taking a humanistic approach: Humanism has had a considerable impact. A number of different ELT methodologies have arisen from taking a humanistic approach: the Silent way ( Gattengo,1972) the Silent way ( Gattengo,1972) Suggestopaedia, ( Lozanov, 1979) Suggestopaedia, ( Lozanov, 1979) Community Language Teaching ( Curran 1970) Community Language Teaching ( Curran 1970) ( Richard and Rogers,1986) ( Richard and Rogers,1986)

19. Issues to reflect on Issues to reflect on “If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self- direction, and for self-initiated learning.” “If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self- direction, and for self-initiated learning.” ( Carl Rogers On Becoming a Person, 1961 ) ( Carl Rogers On Becoming a Person, 1961 )

20. The thrust of humanism seems, to me, to be the ability to advance as a species through understanding and co-operation. This means that as humanistic language teachers of YL we need to have a thorough grasp of both how children learn and what motivates them to learn. We need to shed the old image of the teacher being the fount of wisdom and replace it with the teacher as facilitator and mediator The thrust of humanism seems, to me, to be the ability to advance as a species through understanding and co-operation. This means that as humanistic language teachers of YL we need to have a thorough grasp of both how children learn and what motivates them to learn. We need to shed the old image of the teacher being the fount of wisdom and replace it with the teacher as facilitator and mediator

21. No Child Left Behind practice