When examining the many facets of education, it would seem initially that the methods or modes of teaching two such diverse age categories would be as clear as the difference between a 12-year-old schoolgirl and a 56-year-old road sweeper. Certainly there are many varied differences in how both age groups should be taught, but this article, while highlighting these supposed differences, will concentrate on the similarities. After all, education is education, both involve teaching and learning, whoever or whatever the individual behind the desk may be.

The most obvious similarity between the methods that should be used for both of learners, is that whatever the lesson, it should be a well-structured and well-planned affair. If it is taken that our young learners as those under 15 and our adults as those over 21, both youngsters and adults require a clear defined pattern of structure for their learning.

While it is perhaps an obvious statement that children require structure and planning, adults are no different, especially when they are a paying customer. They will expect no less than a professional individual with a level of professionalism that they will have in their own career (1).

While structure and planning are high on the list of factors concerning a successful learning environment for all ages of learners, there is another main aspect of teaching that is similar for both our subject groups- simply that of enjoyment. One could argue that one can only enjoy a lesson if there is structure and planning and much rests on the shoulders of the teacher to provide an environment where both adults and children are comfortable and confident to express themselves fully.

“If you're positive and walk in smiling, 99% of the time you'll get a similar response. The more enthusiastic you are the more they get involved." (2)

However both young learners and adults require activities that are enjoyable. In the context of teaching, fun activities are those where the learning seems almost accidental and both subject categories can be seen interacting with high levels of student talk time. Games are a perfect example of this and are a key teaching tool for both children and adults, enabling the learning of not only new material but also the ability to speak English in a relaxed and friendly. Children, especially those with a short attention span, enjoy a colourfully decorated classroom and short and varied fun activities including songs, stories and role-playing. Yet they are not alone in enjoying this type of activity. Adults, especially those in Thailand, seem to enjoy role playing and games just as much as their young counterparts and the majority of them seem to have no complexes about potential embarrassment.

“Learning will be more efficient in activities or games when the students find them interesting” (3)

While these factors mentioned are but two reasons why teaching adults and children are similar, what of any differences? Certainly the issue of motivation and why a student is attending classes is most likely the key difference. One can presume that those of school age are ‘being made’ to attend by eager parents while those who long ago left school are now aware of how an improved level of English assists their career earning prospects. Certainly this factor has an influence on one’s teaching as if one has to contend with disciplinary problems then the amount of time spent on teaching and therefore learning will be significantly decreased.

However to conclude this point, and significantly the issue of adults and children in the classroom, it is down to the ability, professionalism and character of the teacher to create a positive learning environment. If this can be created through well-structured, well-planned and fun, enjoyable activities then the issue is not about differences between our two subject areas, but creating an environment when all of us, students and teachers work towards the common goal of enjoying English taught as a foreign language.

Adam Gibson
12th July 2007