Teen Talk English

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Getting teenagers to use English in class can provide a considerable challenge to most teachers. This article examines some of the reasons why it can be so difficult and makes some suggestions for overcoming these problems.
Theoretically, we retain information in two ways: In short-term and long-term storage. We transfer information from one to the other by convincing our brains that facts in the short-term memory are valuable enough to be put in long-term storage - otherwise, the information is discarded.
Language learning and maintenance uses a surprising number of muscles - most importantly, the brain, and the more obvious muscles in the mouth and jaw.
Speaking is a way of expressing ourselves in whatever language we use. The most motivating language to learn therefore enables us to talk in a way that is true to our personality. Even the best coursebook cannot provide this resource for every individual in every class!
Even native speakers take years to master their language, so it's no surprise a foreign language learner has to make a lot of mistakes before even managing to produce anything approaching good English. The spontaneous nature of speaking means you're likely to make more mistakes than you would otherwise. So generally we're asking our students to stand up and make fools of themselves at a time of their lives when they are at their most self-conscious.

Lack of motivation
If you ask a teenager why they think they should speak English in class, what's the most likely answer? Stunned silence, a disdainful look, or a droned 'because we have to practise'? They're following orders - and for what? So that in two or three years they may be better able to communicate effectively with another English-speaker? Not only is the motive external, but the end goal is too distant for many teenagers. For many students, instant rewards for speaking English are much more motivating.

Lack of support
There are two kinds of support: Classroom atmosphere and linguistic support. It may not be realistic to expect teenagers to provide the generous and patient atmosphere ideal for language practice, but it is possible to encourage them to support each other, for example by working in teams.
It is easier to provide linguistic support, in terms of words and phrases that are required for classroom interaction. Classroom language (e.g. 'Sorry I'm late', 'Can you repeat that, please?' etc.) is the only English they will need to repeat throughout the whole course, and it has an authentic context - it would be a waste not to capitalise on it!
Only you know how mature your class is and how well they will respond to the rationale behind your methods. However, it's often worth giving even a less mature group a chance to understand what you're trying to achieve. Not all students will react in the same way - the underlying theory may motivate smaller groups within the class, even though it might not appeal to the class as a whole.
This involves rewarding them for using 'easy language' - making them believe the goal is easy to achieve.
Obviously the lower the level of the group, the less English you can expect them to produce.
As with most techniques concerning teenagers, it's important not to give up! For all concerned, the task is not easy but it isn't impossible either. The aim is simply to try and increase the amount they speak English - this could be from 20% of the class to 40%, but it could also be from 0% of the class to 0.5%. Either way, you have had a positive effect on their oral English - so recognise it!
This article was first published in 2004
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