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Problem-Based Learning and Adult English Language LearnersJulie Mathews-Aydinli (This brief is also available in pdf format.) Background on Adult Learners Adult education programs serve learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn the skills needed to earn high school equivalency certificates or to achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to achieve goals similar to those of native English speakers. Audience for This Brief This brief is written for adult ESL teachers and program administrators, as well as educational researchers, policymakers, and stakeholders who work with adult English language students in ESL classes or in mixed ABE classes (with native English speakers and English language students. Introduction Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. It is an approach that has been around since the late 1960s (Neufeld & Barrows, 1974) and engages language students in learning how to learn while they also learn language and content. Roschelle (1999) held that problem-based learning is rooted in John Dewey’s project-based pedagogy of the early 20th century (e.g., Dewey, 1929, 1933, 1938). Within the area of second language learning and teaching, problem-based learning aligns with approaches in which students learn the target language by using it, rather than being presented with and then practicing predetermined language structures. Approaches based on similar principles include task-based learning (Ellis, 2003; Skehan, 1998; Willis, 1996), content-based learning (Garner & Borg, 2005; Rodgers, 2006), and project-based learning (Alan & Stoller, 2005; Lee, 2002; Moss & Van Duzer, 1998). What makes problem-based learning unique is its core focus on learning through solving real, open-ended problems to which there are no fixed solutions (Ertmer, Lehman, Park, Cramer, & Grove, 2003). Students work alone or in groups first to understand a particular problem and then to find possible solutions to it. This brief describes how problem-based learning aligns with research on second language acquisition, gives guidelines for teachers and administrators on implementing problem-based learning in classes or programs for adults learning English as a second language (ESL), and outlines the benefits and challenges of using a problem-based learning approach with adult English language learners. The Problem-Based Learning Process In problem-based learning classrooms, the roles and responsibilities of both teachers and learners are different from those in more traditional types of school-based learning. Generally, in problem-based classrooms, the teacher acts as a coach for or facilitator of activities that students carry out themselves. The teacher does not simply present information or directly control the progression of work. Instead, the teacher provides students with appropriate problems to work on, assists them in identifying and accessing the materials and equipment necessary to solve the problems, gives necessary feedback and support during the problem-solving process, and evaluates students’ participation and products, with the goal of helping them develop their problem-solving as well as their language and literacy skills. These activities are described below. Four Steps in Implementing Problem-Based Learning
Considerations for Teachers The teacher’s role in problem-based learning moves from preteaching through assessing students’ performance throughout the project, and includes the following steps:
Preteach Introduce the Problem and the Language Needed to Work on It For teachers, selecting problems for students to work on may be the most difficult part of problem-based learning. Ideally, problems should
Teachers might survey students for their ideas on problems or conflicts that they face, or have faced, in their daily lives or that they are aware of in their community. Below is a problem that students at the high-beginning or above levels might work on. Although it is teacher created, it mirrors the problems many refugees and other adult learners face when they arrive in the United States and need to support their families while learning English.
Group Students and Provide Resources Observe and Support Follow Up and Assess Progress Information for Administrators Administrators can do a number of things to initiate problem-based learning in their program and ensure that it is successful. They can
Determine the Place of Problem-Based Learning in a Program Involve Teachers in Problem-Based Learning Provide Training and Resources for Teachers Help Teachers Identify Resources Evaluate Problem-Based Learning
A negative response to any of these questions may indicate that students have not been given adequate information about problem-based learning and its benefits, or that the teachers have not been adequately trained. As part of the evaluation, administrators can also consider surveying teachers and students about their experiences with and reactions to problem-based learning, and take these responses into consideration when deciding whether to revise how the approach is being used in the program. Benefits and Challenges of Problem-Based Learning in Second Language Acquisition Benefits Challenges Teachers may face a different kind of challenge when they allow students to negotiate meaning and solve the problem among themselves, without teacher intervention. Research at the Lab School in Portland, Oregon, on pair work in ESL classes suggests that when teachers approach students working in pairs, the nature of the students’ interaction changes (summarized in Smith, Harris, & Reder, 2005). Students may stop negotiating, ask the teacher to solve their problem, or start interacting with the teacher about unrelated topics. This change in interaction may keep students from trying out linguistic strategies to solve the problem on their own. Discussing as a class why problem-solving activities are useful for students to carry out without the teacher’s input may help to keep both students and teachers on track. Conclusion Problem-based learning has much to offer in adult ESL instruction. As a teaching approach it has both linguistic benefits, as shown in the research on the role of natural, meaning-focused classroom interaction in language learning, and affective benefits in the form of raising student motivation and promoting learner autonomy and transfer of learning beyond the classroom. To achieve these benefits, teachers and administrators must ensure that students understand the principles behind problem-based learning and recognize that they are participating in an effective learning process, even if it is unfamiliar to them. Teachers need support from program administrators, from initial training in how to conduct problem-based learning to help with making resources available to students. Finally, administrators must consider the role that problem-based learning will play in their program. Will it constitute the primary philosophical and pedagogical thrust of the program, or will it serve as an alternative activity for teachers to use in their classrooms? Careful consideration of these issues will increase the likelihood that problem-based learning will be successfully incorporated into an adult ESL program with positive outcomes.
References Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10–21. Albion, P. R. & Gibson, I. W. (1998). Designing multimedia materials using a problem- based learning design. Retrieved February 16, 2007, from www.usq.edu.au/users/albion/papers/ascilite98.html Boud, D. (1985). Problem-based learning in perspective. In D. Boud (Ed.), Problem- based learning in education for the professions (pp. 13–18). Sydney, Australia: Higher Education Research Society of Australasia. Brumfit, C., & Johnson, K. (Eds). (1979). The communicative approach to language teaching. New York: Oxford University Press. Butler, S. M. (2003). Designing a technology-based science lesson: Student teachers grapple with an authentic problem of practice. Journal of Technology and Teacher Education, 11(4), 463–481. Cameron, S., Emmons, J. G., Jackson, L. W., Kay, M. A., Klug, D. K., Mallek, C. M., et al. (2002). The best test preparation for the new GED high school equivalency diploma test. Piscataway, NJ: Research & Educational Association. Center for Adult English Language Acquisition. (in press). The CAELA guide for adult ESL trainers. Washington, DC: Author. Dewey, J. (1929). Experience and nature. New York: Dover. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (Rev. ed.). Boston: D.C. Heath. Dewey, J. (1938). Experience and education. New York: Collier Books. Educational Testing Service. (2006). TOEFL sample writing topics. Retrieved December 22, 2006, from www.ets.org/Media/Tests/ TOEFL/pdf/989563wt.pdf Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Ertmer, P. A., Lehman, J., Park, S. H., Cramer, J., & Grove, K. (2003). Barriers to teachers’ adoption and use of technology in problem-based learning. Proceedings of the Association for the Advancement of Computing in Education (AACE) Society for Information Technology and Teacher Education (SITE) International Conference, 1761–1766. Garner, M., & Borg, E. (2005). An ecological perspective on content-based instruction. Journal of English for Academic Purposes, 4(2), 119–134. James, M. A. (2006). Teaching for transfer in ELT. ELT Journal, 60(2), 151–159. Lee, I. (2002). Project work made easy in the English classroom. The Canadian Modern Language Review, 59(2), 282–290. Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557–587. Moss, D., & Ross-Feldman, L. (2003). Second language acquisition in adults: From research to practice. Washington, DC: National Center for ESL Literacy Education. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/digests/SLA.html Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English language learners. Washington, DC: National Center for ESL Literacy Education. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/digests/ProjBase.html Nakahama, Y., Tyler, A., & Van Lier, L. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35(3), 377–405. National Center for the Study of Adult Learning and Literacy. (2005). Skills for health care access and navigation. Boston, MA: Author. Retrieved March 1, 2007, from www.ncsall.net/?id=891 National Center for the Study of Adult Learning and Literacy. (2006). Adult student persistence. Boston, MA: Author. Retrieved March 1, 2007, from www.ncsall.net/?id=896 Neufeld, V. R. & Barrows, H. S. (1974). The McMaster philosophy: An approach to medical education. Journal of Medical Education, 49(11):1040–1050. Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching and Learning Forum, 8(1). Retrieved December 11, 2006, from www.ntlf.com/html/pi/9812/problem-based learning_1.htm Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. Modern Language Journal, 90(3), 373–386. Roschelle, J. (1999). Transitioning to professional practice: A Deweyan view of five analyses of problem-based learning. Discourse Processes: A Multidisicplinary Journal, 27(2), 231–240. Senior Service America & Center for Applied Linguistics. (2006). Engaging immigrant seniors in community service and employment programs: A guide for providers. Silver Spring, MD, & Washington, DC: Authors. Retrieved May 1, 2007, from www.seniorserviceamerica.org/news/cal_guide.html Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268–286. Smith, C., Harris, K., & Reder, S. (2005). Applying research findings to instruction for adult English language learners. Washington, DC: Center for Adult English Language Acquisition. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/briefs/research.html Van Duzer, C., & Burt, M. (1999). A day in the life of the González family. Washington, DC, & McHenry, IL: Center for Applied Linguistics and Delta Systems. Willis, J. (1996). A framework for task-based learning. London: Longman. Additional Resources Articles Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model. Bloomington , IN: ERIC Clearinghouse on Reading, English, and Communication. Retrieved December 11, 2006, from www.ericdigests.org/1999-2/problem.htm Esch, C. (1998). Project-based and problem-based: The same or different? San Mateo , CA: San Mateo County Office of Education. Retrieved December 11, 2006, from http://problem-based learningmm.k12.ca.us/problem-based learningGuide/problem-based learning&problem-based learning.htm Peterson, M. (1997). Skills to enhance problem-based learning. Medical Education Online, 2(3). Retrieved December 21, 2006, from www.Med-Ed-Online.org The role of the tutor. (n.d.). Problem-based learning at Queen’s. Kingston, Ontario, Canada: Queen’s University. Retrieved December 11, 2006, from http://meds.queensu.ca/medicine/problem-based learning/problem-based learninghome6.htm Web Sites Problem Based Learning for English as a Second Language Learners Contains useful details on how to set up groups and design problems. Problem Based Learning (PBL) http://coe.sdsu.edu/eet/articles/pbl/start.htm Gives an overview of the benefits of problem-based learning. Problem-Based Learning http://coe.sdsu.edu/eet/articles/problembl/start.htm Distinguishes between problem-based learning and problem-stimulated learning. Also includes an animated description of the roles taken by students and teachers in a problem-based learning process. This document was produced at the Center for Applied Linguistics (4646 40th Street, NW, Washington, DC 20016 202-362-0700) with funding from the U.S. Department of Education (ED), Office of Vocational and Adult Education (OVAE), under Contract No. ED-04-CO-0031/0001. The opinions expressed in this report do not necessarily reflect the positions or policies of ED. This document is in the public domain and may be reproduced without permission. |
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