counterparts are ahead of them in other ways, such as a familiarity with
computers and electronic communication.
3 Some mature learners tend to be demanding. Such learners often take
their studying a lot more seriously than some of their younger counterparts:
one reason being that they are likely to have specific, often job-related,
reasons for learning. They also tend to return to education with the more
serious attitudes that may have been prevalent when they were last in an
education system. Giving them an opportunity to discuss any worries about
learning can be a major step to developing their confidence in their ability to
succeed which, in turn, is probably one of the most significant factors
predetermining their success.
4 Remember that mature learners may be unfamiliar with contemporary
approaches to language learning. Similarly, mature learners may be out of
practice in some academic skills, such as essay writing or notemaking. It is
important to introduce them gently to ‘new’ approaches and help them to
understand the rationale behind these. In some contexts, specifically
designed study support, or learning skills induction programmes for mature
learners can be most valuable to them, and much appreciated by them.
5 Take care about your own assumptions. Some mature learners will have
covered ground you might never have expected them to have done, and
others won’t have experienced things you would have expected them to have
covered. It’s well worth spending a little time finding out a bit more about
mature learners’ views of their own strengths and weaknesses.
6 Check out the needs and wants of your mature learners. Ask them why
they have chosen to study English, and how they believe it will fit into their
future careers, or how it may feed into their plans for further studying.
7 Treat mature learners appropriately! They do not like being treated like
children—but of course neither do younger learners, or children themselves!
It is worth reminding yourself that at least some mature learners, who are
just learners in your classroom, are likely to be experienced professionals
like yourself in other places.
8 Help mature learners to save face. Mature people often don’t like to be
seen to get things wrong, especially when younger people are present.
Watch out for occasions when feedback from assessments may raise this
issue. Be sensitive to mature learners’ feelings when they make
contributions in class; if their comments or questions are shown to be ‘silly’
or inappropriate, such learners can take this as a serious blow to their
confidence.
9 Give mature learners the chance to interact well with the rest of the
group. When choosing groups for tasks or projects, it is often worth trying
to get a good mix regarding age and background, to allow exchange of
knowledge and experience in as many directions as possible.
10 Be realistic about other demands on mature learners’ time and energy.
They normally have abundant motivation and drive, but sometimes other20 500 TIPS FOR TESOL