INTRODUCTION
Different types of English teaching programmes can be identified e.g. teaching English as a mother tongue, teaching English as a second language, teaching English as a foreign language, teaching English for academic purposes etc. The nature and demands of each of these English teaching programmes differ, particularly in terms of the learning context, time, class, size, physical arrangement of class, teachers’ skill and knowledge, learners’ background, availability of learning materials. This unit will discuss the importance of these factors and how they affect teaching and learning.
3.1 Educational Context
What we regard as the educational context of ESL learning here concerns such factors that obtain within the formal school setting. Such factors include time of duration or learning, intensity of teaching and learning, size of the class and the physical arrangement of the class.
3.1.1 Time Factor
Of prime importance is the time available for the teaching and learning of English. In teaching and learning English as a mother tongue, the learner is naturally immersed in the language almost all the time. This is not so in a second language situation where the learner is exposed to the language in a very limited time. The time available for learning will definitely determine what can be achieved. The longer the duration of exposure, the better for the learner. In the Nigerian situation, there is often inadequate time for learning English and this slows down learning progress.
In learning English as a second language, all the basic skills of listening, speaking, reading and writing should be emphasized. Therefore, a reasonable amount of time should be devoted to the skills. But in most cases, in the Nigerian context, there is no equitable allocation of time to these basic language skills.
3.1.2 Intensity of Teaching and Learning
Closely related to the factor of time is the issue of the intensity of teaching and learning. For effective learning of English as a second language, teaching must be intense, but not to the extent of leading to fatigue. Intensity here will be partly determined by the frequency of the learner’s contact with English. When the contact is not frequent, learning will be negatively affected. It can even be said that the frequency of contact is a more significant variable than the total amount of contact
3.1.3 Class Size
By class size here, we refer to the number of students in a class. A common feature of English teaching programme in Nigeria is large classes. When classes are too large, effective teaching and learning will not take place. The teacher will not be able to pay a reasonable attention to every student and the quality of teaching is affected. Consequently, the amount of learning will also reduce. Most aspects of ESL teaching cannot be effectively done when classes are too large e.g. speech work, essay writing and so on.
3.1.4 Physical Arrangement in the Class
There should be easy movement of the learners and the teacher to facilitate effective teaching and learning. If classes are too large, physical arrangement is likely to be affected. In addition to good physical arrangement, the classroom should be well illuminated and ventilated. A poorly illuminated and ventilated classroom will not allow effective teaching and learning. Unfortunately, many schools in Nigeria are in a bad state. Some are even in a state that is dangerous to the safety of teachers and learners.
3.1.5 Availability of Educational Materials
The availability of some educational materials is crucial to effective teaching and learning of English as a second language. Such materials include text-books, audio-visual, materials video, tape-recorder, television, modern ICT equipment and devices such as computers, tablets, ipads, phones, youtubeand so on. Unfortunately, most of our schools lack functional language laboratories and well-stocked libraries. Certainly, this situation cannot ensure effective learning of English as a second language.
3.2 The Social Context
The question of attitudes characteristic of the society to which the learner belongs comes under this factor. If the society has positive attitudes towards a particular language, there is a strong tendency for its citizens to want to learn the language. In Nigeria, for example, English occupies a prestigious position as a second language and consequently, there is a strong urge for the people to learn the language in most cases. The language plays an integrative role in the country and people develop integrative motivation in learning the language.
3.3 The Learner
The learner is also an important factor to consider in ESL learning, especially with the learner-centred approach now in vogue. Issues that relate to the learner concern his previous language learning experience, (that is, his language background), his exposure to the target language, his interest in the target language, the motivation in him for learning the target language, his readiness and maturity to learn the language and so on. If the learner lacks interest in the language, if he is not ready and or mature to learn the language, if he is not properly and adequately exposed to the language and if he is not well motivated, second language learning cannot succeed.
3.4 The Teacher
In this situation, the teacher serves as a model. There is therefore the need for him to be a good model. Consequently, the teacher’s skills and knowledge, his personality and professional proficiency, his attitude and so on will have bearing on the success or otherwise of ESL teaching and learning programme.
In second language teaching, it is important for the teacher to be dynamic and creative. He should bring all his resources to bear on his business. He should also be sensitive to the needs of his students and be aware of the social context within which he operates. In a second language situation, the teacher should see himself as a facilitator of learning.
Self-Assessment Exercises
1. Is there any difference between learning English as a mother tongue and learning English as a second language?
2. Explain the social context of learning English in a second language learning situation.
4.0 CONCLUSION
Language teaching and learning is a dynamic activity which is multi- dimensional. This is because many factors which can be linguistic, cultural, political, educational, and economic and so on will have some bearing on it. For an effective teaching and learning of English as a second language anywhere in the world, awareness should be demonstrated in the educational context, political context, economic context and socio-cultural context. All these variables will have implications for the contents and methodology of the programme.
5.0 SUMMARY
In Nigeria like in some other places in the world, English is learnt as a second language. In this setting ESL becomes a variety of English modified by the demands and features of its new environment. Consequently, its teaching and learning will exhibit some peculiarities which must be taken into account if the programme is to be fruitful. These peculiarities will border on the syllabus, the roles assigned the language, the economic contexts, the socio-cultural context, the methodology, the learner and the teacher among other things.
6.0 TUTOR-MARKED ASSIGNMENTS
1. Identify and explain some major environmental factors that can affect EL2 learning.
2. What place does the teacher and the learners occupy in EL2 teaching and learning programme?
7.0 REFERENCES/FURTHER READINGS
Afolayan, A (1992) “Ineffectiveness in the Presentation of English in Nigeria: sources and Remedies” in Bamgbose, A et al (EDS)
New English’s: A West African Perspective. Ibadan: Mosuro. Pp 113- 129.
Williams, D (1990) English Language Teaching. An integrative Approach. Ibadan: Spectrum Books Limited.
Leave a comment behind