Thurs. 10/28/10 CEG, GIVE-AND-TAKE, etc.

In summarizing why I think that the library English Cafe has so many older learners in its ranks:

--Create a table of the average ages of all the classroom visits I made. This would be used to segue into talking about the fact that BCL English Cafe classes are indeed conducive to the learning needs and styles of older learners. Older learners in our English Cafe classes are coming because they prefer the intimate informality and supportive atmosphere of the setting. They come b/c of their teacher, who is often at the same point they are in the lifespan, and who can empathize with them and show patience with them regarding the learning obstacles that often come in learning a new language and culture. They also come for social stimulation as well as to belong to a "holding environment" (Kegan, Grabinski) and/or an "affinity group" (Formosa, 2002).

The English Cafe class size is smaller and allows older learners to feel more secure and confident than in the regimented community school and technical center classrooms. Attendance requirements are not an issue (unlike the teachnical centers which require no more than six consecutive absences). Teachers are less authoritarian, and like Laura/Lisa, Miriam/Myra, and Guy, they help create a give and take learning environment with their students, rather than one of blind following. This is an aspect of critical education where 'teacher-students' and 'student-teachers' are learner equals (Formosa, 2002). Learning is more life experience-based since conversations in the English Cafe center more on the daily events of the teacher and learners' lives (See Sally's obs.). Also, classes in the library are often offered in the mornings which is a good time for many learners according to the interviews, although not for all such as Elida/Edeli who are working full-time.

In the English Cafe classes that number 16 or fewer students, the focus is more conversational (about half of those I observed fit this size description: Sally/Susan; Guy/Trina; Lisa/Laura; Janine/Jeanne), where the teacher is leading the conversation and actively amplifying, paraphrasing and rephrasing student responses at select intervals. As in Lisa/Laura's class, this conversation/group discussion lasted for the first 45 minutes, and provided a great example of how older learners can benefit by instructional techniques which emphasize listening comprehension (over demand for immediate speech production) and aspects of culture, all within a supportive and safe (free from fear of making language errors)learning environment.
Lisa/Laura and Jeanne also made good use of the preferred learning style older learners of listening comprehension where again, students delay speech in order to listen to lyrics set to music and perform various learning activities with the lyrics (Lems, 2005; Scleppegrell, 1987).

On the Give-and-Take of Third Age Teaching and Learning:
As mentioned above, critical education speaks of 'teacher-students' and 'student-teachers' in a learning environment of 'education equals.' I coded this as "Give and Take." I first observed it in Laura and Jeanne's classes, and I heard Miriam speak about it (but I didn't observe it perhaps b/c of the large class size that day). Sally, Guy and Trina, and Guy and Harriet all incorporated this highly effective Third Age teaching-learning technique.