Boys Learning Languages

1. Boys Learning Languages By Sarah Pavy Head of Languages, Trinity Grammar School, Melbourne.

2. Introduction • Problem is lack of interest that boys show in learning languages, very low numbers enrolled in language programs in their final years of school. • Boys underachieving in this area also, and this underachievment creates negative feelings toward language learning for boy and this filters through to younger levels as well. • Although article looks at strategies for boys, they work for girls also.

3. What is happening in the classroom. • Need to answer 2 questions - why are boys not engaged? Why does this lack of engagement afffect language programs most of all. • Boys see lanuages as different from other curriculum areas. Teacher is in central position “students rely almost entirely upon their teachers to gain access to, understand, and use the target language” and they don’t think they can ‘help themselves’. • See repititon as something they have already done not as a way of embedding learning. • Less prepared to be bored.

4. What boys need in a teacher • Because of low self esteem, and they can feel like they are drowning, they need a teacher who believes in and rewards their risk-taking. • A teacher must engage the boy, and build relationships and enter their world. • Boys defined a language teacher who engages with them is one who CARES: Connected with the students Activiely involved in their learning Relaxed and have a sense of fun Enthusiastic about the target language and about their own teaching Strike a blance between fun and discipline

5. Meaningful learning • Boys struggle to find a connection between the language learned and its use in real life and meaningful situations. • To combat boys in Pavy’s research said they needed to be offered: Content that is relevant to their lives and interests Purposeful activities every lesson Progress indictors

6. Orgnaised lessons • Boys do enjoy learning and learn best when the language lessons - Are well planned and paced engage their attention and keep them alert Are collaborative and competitive Keep them energetic and engaged Are rounded off and rewarded

7. Classroom strategies • Classroom strategies to engage boys need to have the following components. • Keep information simple and focused • Help students by modelling overall structuresof writing and different ways of memorising information • List easy ways to sum up what has been learned in a lesson • Offerstudents a visual means of learning and of monitoring their own behaviour • Offer small, achievable challenges to students.