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March 2021 – working with mature learners

Written by ELT well on March 3rd, 2021March 31st, 2021.

Courses and resources Want to know about courses happening soon, and resources you could use in your classroom? Read the full text and get links here. A different angle One of the most interesting things about returning to study is the opportunity to see familiar things from a different point of view, and understanding them […]

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Elt Well

1 month ago

TRANSITION Change is not easy for any of us, but for neurodivergent people who rely on familiar routines and systems to function well, it can be especially challenging.At this time of year, many of us are thinking about the coming term, perhaps even the start of a new academic year. It’s a time of transition for many of our learners, progressing to a new stage of their education. The process of transition can be considered as three phases, characterized as: 1) preparation 2) separation, and 3) incorporation. These need to be completed across three dimensions: a) the physical environment, b) cognitive and academic development and c) psychological and social adjustments.Ideally, the preparation for transition would have started several months ago, and by now learners will be ready to separate from their previous role or identity (e.g. as primary school pupils) and be excited about the new term, rather than feeling apprehensive. Inevitably, though, there will be elements of the new situation which remain unfamiliar and may be daunting. It’s really important to invest some time in helping learners complete the third phase of transition and become part of their new community, so that they can grow into their new identities (e.g. as college students).It’s relatively straightforward to give learners a map of their new building or campus, but learners with dyspraxic traits may need more support with navigating their new routes. Pointing out landmarks can be helpful but assigning everyone a buddy to walk with is even better, if possible. Try to set aside some time for learners to discuss what they think the biggest changes will be in terms of workload and academic demands. How will they adapt their routines to accommodate that? What additional sources of support might they access?Most importantly, especially for those who have autistic traits, is to encourage them to imagine themselves in their new identities. How do they think a successful high school student behaves? What are the characteristics that they will be adopting?Transitions can be scary, but taking time to talk about these different elements explicitly allows your learners to see that everybody is facing the same challenges. Sharing their coping strategies is a great way for a group to get to know each other and to develop that supportive classroom culture that underpins inclusive education. To find out more about neurodiversity, visit the ELT well website: eltwell.com/resources/inclusive-language-teaching ... See MoreSee Less

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Elt Well

1 month ago

This is a really clear explanation of the terminology. Thanks IATEFL IPSEN SIG for sharing it! ... See MoreSee Less

NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS – NEUROQUEER

neuroqueer.com

NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS Nick Walker, PhD I wrote “Neurodiversity: Some Basic Terms & Definitions” back in 2014. So far, of all the pieces I’ve written, this is the one tha...

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