Designing new learning experiences for your English language learners

Ehsan Gorji
Ehsan Gorji
A teacher stood in front of his class with students looking at him,
Reading time: 6 minutes

Ehsan Gorji is an Iranian teacher and educator with 18 years of experience in English language education. He collaborates on various ELT projects with different language schools around the globe. Ehsan currently owns and manages THink™ Languages and also works as a TED-Ed Student Talks Leader.

Learning has always been an interesting topic to explore in the language education industry. Every week, a lot of webinars are delivered on how learning another language could be more successful, lots of articles are written on how to maximize learning, and many discussions take place between teaching colleagues about how they could surprise their language learners with more amazing tasks and games. In our lesson plans, too, we put learners into focus and try to write learning objectives that will benefit them in the real world.

Designing learning experiences for english language learners
Play
Privacy and cookies

By watching, you agree Pearson can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

But is it the whole picture? What if we wear our critical glasses and review what has happened? Think about your recent classroom teaching face-to-face or online, and reflect on what actually happened:

  1. Did learning actually take place, and did each student learn something?
  2. Did everyone learn the same way, or were things different as they were personalizing the lesson?
  3. Did I want my learners to learn one thing, or did I look forward to them employing the lesson in their own way?
  4. Did they manage to learn right away, or did some of my learners fail to learn the way they were expected to?
  5. Did learning finish in class, or did my students get motivated to continue with what they just practiced?

Learning might not be the whole thing, learning is individual, made with our own learner agency, affected by our choices as we learn, scaffolded by teachers’ techniques and principles, and some of which will succeed and others which might not. Learning experiences are more realistic in that they recognize learners as the ones who should learn, who are the agents of this experience and go through it, and therefore who live the experience in the world around them. As teachers, we usually do our best to help the class create their various learning experiences within one lesson; experiences which might be different in size, shape, joy and productivity.

Learning experiences are what learners love their classes for. They do not necessarily fancy the learning we provide them; they are vulnerable human beings, with all their strengths and weaknesses, hopes and disappointments, good and bad days, and falls and rises throughout their learning journey. From their point of view, exciting stages of lessons give them a chance to deepen their learning, and useful assessments take them to the next stages of exploring. Meaningful education prepares them for different ages of life.

Soft skills help learning experiences to grow

Soft skills can be fitted into any educational context. They fill the gaps between the huge training pieces as the lesson progresses. We call them life skills since they can be transferred to living experiences outside of the classroom. We call them future skills because they follow a lifelong learning pattern and develop endlessly. We call them power skills because they act as powerful tools to help learning experiences grow as they bring what is real in the world around them.

Imagine a reading lesson in which the soft skill of critical thinking is also scaffolded within tasks and subtasks. Think about a writing class where learners learn how to analyze problems and extend reasoning. Consider an interactive online grammar practice that respects learners’ creativity and does not accept only one answer.  Think of opportunities your classes have to become familiar with, practice and follow up with such power skills: Like when learners discover the full potential of a foreign language as they leave meaningful messages under a post in social media, as they practice time management and meeting deadlines through classroom projects, when they realize what good feedback is like and practice receiving and delivering it in groupwork, etc.

Soft skills provide learning experiences with the added value of broadening other related skills. Now that learning has become a learning experience that respects learners' abilities, soft skills can help ease the lesson and make it more enthusiastic. Moreover, soft skills can be transferred to other classes, at home, in college and at work. Learning experiences, too, if accompanied by the correct soft skills as they are accumulating, can find their way through study life, career journey, and more importantly, life as a whole. The common concept that believes English for employability deals with business English needs a revision here: English for employability is the fruitful English language usage and package of soft skills which together make jobs more interesting and offices and companies more desirable to work in.

Learning experiences should be designed

The challenge is that learning experiences are not created easily. We must bridge the gap between what will be conveyed (the language systems and skills) and who will experience them (language learners), which is a careful and thoughtful thing called design. Learning experience designs have 10 features in common:

A. They ask for creativity from the experiencer (or learner).

B. They are simple and fun.

C. They are fully planned but are flexible toward learners’ failure or low pace.

D. They are minimal and have huge white space for learners to glow.

E. They call for soft skills in presentation, practice and production.

F. They work best if assessed for learning, not of learning.

G. They are more enjoyable once learners’ daily routines, such as digital gadgets, online presence, etc., are employed.

H. They do not negate teachers’ roles but level them up to enablers for each learner’s growth capacity.

I. They continue outside classroom walls or screens.

J. They are co-created with learners as agents for their own learning.

Where should you start when designing new learning experiences for your English language learners? Here is a practical roadmap to the amazing domain of learning experience design.

  1. List all the lesson objectives your lesson tomorrow is oriented around. You want them to be realistic learning objectives, so check them with the GSE teacher toolkit here.
  2. In another column on the right, write down the soft skills you want to call for in your lesson.
  3. Next to each soft skill, write down if you would like your learners to know (K), recall (R), adopt (A) or transfer (T) them. (Learn more from 'Teaching soft skills in young learners’ language classes', Ehsan Gorji, IATEFL Voices 298, May-June 2024)
  4. Decide if the materials and tasks in different stages of your lesson are scaffolding the learning objectives and soft skills you have written in 1, 2, and 3.
  5. Plan how to best use your tasks, reorder them to create more learning experiences for your class, and add more value for you.
  6. Leave enough space for learners to apply, analyze, and synthesize. Be open to failure. Feedback, and have alternatives to offer in your lesson plan.
  7. Teach the lesson and take notes on your learning objectives and life skills. Assign appropriate homework in this regard.
  8. Reflect on the lesson and decide how the learning experiences can be strengthened in the next classes and topics.

More blogs from Pearson

  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English is italicized.

    1. Footballer and football player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2. I couldn’t care less and I could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I couldn’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5. Anticlockwise and counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise. The prefixes anti- and counter- mean similar things. Anti- means against, and counter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs. Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6. Have and take

    Have and take are used often before nouns like shower, break, bath, rest and nap. In the U.S., people take showers and take naps, while in the U.K., people have showers and have naps. Another example of this is how Americans take a swim and Brits have a swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7. Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S., quite is typically used as an intensifier, like the word very. In the U.K., it’s normally used as a mitigator, like the word somewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants. How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call them tracksuit bottoms and Americans call them sweatpants. What about a lightweight jacket that protects from wind and rain? Brits might call this an anorak (derived from the Greenlandic word), but Americans would call it a windbreaker. Both variants also use raincoat for this article of clothing.

    9. Torch and flashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light. What Brits are referring to when they use the word torch is a flashlight (AmE), a small, battery-run electric lamp.

    10. Needn’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. Needn’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. Needn’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here. Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American. Although each dialect from across the pond seems very different, they have far more similarities than differences.

  • Three business people stood together in a corridor smiling at eaching and talking

    What level of English do my employees need?

    By Samantha Ball
    Reading time: 3 minutes

    Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.

  • Coworkers sat at a table together, talking and smiling

    Target employees’ English language upskilling with the GSE Job Profiles

    By Samantha Ball
    Reading time: 4 minutes

    Staying ahead requires not just talent but the right talent. For HR professionals, ensuring that employees are equipped with the necessary skills is crucial for maintaining a competitive edge. Enter the GSE Job Profiles—a game-changing tool designed to facilitate role-targeted upskilling by mapping English language skills to specific job roles. This blog post will explore how HR teams can leverage this innovative tool to enhance workforce capabilities efficiently and effectively.

    The GSE Job Profiles utilizes Pearson’s Global Scale of English and the Faethm by Pearson skills ontology to provide a detailed analysis of the language requirements for nearly 1,400 job roles. This precise mapping allows HR professionals to make informed talent management decisions, including hiring, training and development, and ensuring that employees are adequately prepared for their roles now and in the future.