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    Teaching Teens 2020

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    Letter from the Editor Teaching teenagers is always more than just teaching the language. They're thinking about how they fit into the world around them - what kind of person do they want to be, what do they want to do after school, how do others see them? And you're often their guide with these difficult questions. In this issue, we've got lots, of ideas for helping teenagers think about their futures. Nick Robinson looks at how changing technology could impact on their career choices. Ben Goldstein shares his ideas on developing creative thinking that will help them in the workplace as well as at school. This issue is full of ideas for developing the skills your students need if they're going to succeed in what they want to do. Working in teams, creative thinking, lifelong learning, fluent communication, critical thinking — these (oracle ean Le otic} Cambridge Life Competencies acetate anche oes ce rr) en eee eee eset) encourage leamer autonomy in her eer irs » are the skills employers look for and which your students need help with. Do you need ideas for helping teenagers with self-image and emotional awareness? Have a look at the articles by Niall Curry and Olha Madylus. So, sit back and let us inspire you with ways of helping your teenagers achieve their best in the world! | hope you really enjoy this issue of the Teaching Teens magazi Bau Knight Director of the Language Research Team, Cambridge University Pr Corsa Pee ured) A Roane tat career in the digital age er RT Ur) ema eey Rena) Dee CE Canee cd De ach cones ry Reiter ies Pull-out project Mirae euro aet) Cos oe ed eae Ey patie ee ees eae eS nko ace) help your teenage learners collaborate in his blog series. BUTT Ry areal 4 Saco Cottier Mate Ed eae Ege) ed peers ae hid >) crossword Critical Thinking practice cece Pia Nm cocs Wanted: Team player DEN Co area eth eL ltd ine nee ee aC a Cera hity Beene) WEES IAT) ht CN Coane ae ee anes 1at does a modern day teen look like? What do they feel? What do they like? What are Ce eae eet cy ee eo that responsibility. But....what does that future look like? With 2 world changing so quickly in terms of technology, climate and career opportunities, we can't predict exactly what knowledge teens will need in the decades to come. But we can provide them Re etn oes co Cat Poe a re Seen ha) using technologies os) ae ‘Teenagers will need more than intellectual subject Peete el een ere eet rs ‘our learners to develop skills which help them to not Cee eee en cd eee et er teaching them to continue to value learning as they Senco erat ener ties Coy Sr eeeariry rer Catan W Leathe tested oer) Cte Led Ce as oe Secs Pole eens RR oes conan But ete Se eed Pcp ney ee Care en eS Soran a Seed dia es Slee) Co Cesc eed Ce tal tees cerry pe eee Covad The teenage brain has an pet congas Creu ce en ON eee eee ee Earner eee treme he Ease arent a ae ee Ate Cet eT eT een” How To FUTURE-PROOF YOUR CAREER IN THE DIGITAL AGE Nick Robinson has worked in ELT Bis aera) Sauer) conference speaker. His particular area of content expertise is ESP. Perea tere k ee ee ee ee ey are ue ee) petra eee kote “FoCus oN WHAT STUDENTS ARE Goop AT, WHAT THEY WANT To LEARN” ‘According to a World Economic Forum report, all industries expect at least 50% of their workforce will require reskiling in some way", so flexibility and adaptability are important attributes to cultivate in our students in order to use new technology to its fullest potential. English language learners are at an advantage, as the linguistic flexibility of bilingual students helps their brains to adapt easily to change, meaning that new challenges aren't as daunting as they otherwise might be. THRIVING IN A CHANGING WoRLD Having a good command of English will obviously help when your students are looking for work ina globalised world. However, as an educator, you should be going beyond simply teaching them grammar and vocabulary. The skile that will stand today’s teenagers in good stead are human in nature, like creativity and curiosity skils that robots can't replicate. The World Economie Forum's report, The Future of Jobs, found “human skills such as creativity, originality and initiative, ertical thinking, persuasion, and negotiation will retain or increase their value” in the workplace of the future, s0 those are the most important to try and implement into your classes. ‘One way you can start doing this is by offering learners more agency and autonomy. Let them have a say in the direction their learning takes. Give them choices, get them working together to achieve a commen goal and follow up with time spent reflecting on their oy eens a eee suecess. As well as focusing on the things they need to pass their next exam, focus also on what students are good at, what they want to learn, and what they think will actually be helpful in their later lives. we can instil a learning mindset in our students, and a desire to upskill and experience new things, it will encourage them to view the future as an exciting challenge rather than something scary, and they'll be more prepared to meet it. Humans are hardwired to fear change, but ifyou can help them overcome that, they'll find a way to thrive in our rapidly evolving world. 50%, OF THE WORK THAT PEOPLE ARE PAID To Do GLOBALLY COULD THEORETICALLY BE AUTOMATED USING TECHNOLOGIES ee As Ne y Creative Thuinkt and the workplace By Ben Goldstein he idea behind the Cambridge Life (being a good listener is essential) and Competencies isthat they prepare curious (feeling the need to enquire and learners with skills which will not only __ask questions about a topic). However, bbe useful in the English language it doesn’t necessarily require an classroom but also in their future work amazing imagination; this is a common environment. This article looks at how misconception with regard to Creative the creative thinking competency can be Thinking. Infact, itis all to do with first incorporated in classroom activities honing the skis, resources and prior for teens and then how this practice knowledge that particular students may could then directly impact on a given _—have at their disposal work situation. Thinking outside the box One ofthe essential concepts behind classroom world and that ofthe work = Creative Thinking isthe ablityto “think environment, consider the current topic : Se ‘outside the box”, to solve problems. ‘of the climate crisis and climate strikes = I erring un vai pew are cigeal “end whl we car dois Gur ai esto solutions or by taking 2 ferent angle help save the planet on things, Thi requires us to be open- trded, ongenized,communtentive Ce a ponpeenee epetien en ere Cesar ee eee From classroont tasks... ‘To show the connection between the " CREATIVITY DoESN’T NECESSARILY REQUIRE AN AMAZING IMAGINATION /” ‘The fact that Greta Thunberg has had such a prominent role in environmental activism in the world should, of course, act a8 an inspiration for teenage students in the classroom. Indeed, 2 nice angle for the topic is to focus on this new breed of teenage activists who come from different parts of the world but share Greta's concerns. However, the important thing here is to engage the learners not just with the content bbut with the skill of employing their own ideas to solve problems rather than just repeating ones that have been previously suggested. Students could start off by brainstorming their own eco- friendly suggestions and applying them to their school envionment. «+» to the veal world of work Itis not difficult then for these practical suggestions to be transposed to a work setting, Indeed, for examples such as these, we could choose virtually any professional context. The skill on the part of the students lies in applying what they know to that particular situation. “THE CREATIVE THINKING LIES IN APPLYING OR ADAPTING THIS PRIOR WORLD KNOWLEDGE To A NEW WORK CONTEXT” For example, we could ask students to imagine they worked for the marketing department of a world trade fair or conference. How could they employ their knowledge of eco-friendly products to make their marketing plans more respectful of the environment? In order to ask this question, students need to think of different angles on the topic and respond imaginatively. For example, they could think of the freebies that marketing departments give to customers ~ say at a trade fair— and how the materials could be greener. For instance, rather than gifts Such as plastic USB sticks these could bbe made of bamboo and bags made from a potate-based product. In order to do this, students need only look around them at other examples from their worlds (e.g. potato-based bags are ‘now available in most supermarkets) and ‘apply them to their new context. Other freebie products could be stainiess-stee! water bottles and reusable or “keep' cups. Students could then think of other people who are involved in organizing the trade fair or conference and suggest action points for them too. By doing this, we are making the employment of theit own ideas to salve problems relevant to the real world and to their future, Conclusions: Adaptation and Collaboration ‘As mentioned earlier, the important thing about an approach like this is that it doesn’t require learners to be great innovators or inventors, the "thinking ‘outside the box" is done within the restrictions of students’ prior knowledge and world experience “THE SKILL ON THE PART OF THE STUDENTS Lt€S IN APPLYING WHAT ‘THEY KNow To THAT PARTICULAR SITUATION” Indeed, bringing in ideas and solutions from other life domains (e.g. family or social life, hobbies and interests) as potential templates for understanding fr solving work challenges is one of the most important “can do" statements, for the Creative Thinking competency. ‘Another key skills descriptor for this competency is the important link made with Collaboration. It is not just a case cof having the idea but being able to convince colleagues of the need to take a certain action or go in a certain direction. Again this is another skill which can easily be practised in class whenever students need to work in groups to solve a problem and once again it stands the students in good stead for their future work experience, Cen ean tieiceearnne Goes oe Son (at Sl sortaseteseirprestar ele oP ees a Morac Pee renee ae “REGULAR SESSIONS OVER ALONG PERIOD oF TIME MM xol acaba TN A POSITIVE IMPACT ON THEIR LEARNING fat Students in higher education are expected to be more independent and less reliant on their tutors and play an active role in directing thei ‘own learning, Being equipped with 2 variety of study alll and knowing how to use them effectively is crucial. Examples include the ability to create an effective learning environment without distractions, of being able ta manage time effectively in order to stay focused ‘and meet deadlines, In higher education students are fully responsible for organising the time they spend outside class to work on projects and assignments or to prepare for ‘exams. We know from our understanding ‘of how memory works that the human brain ie able to retain and retrieve formation more effectively when we review it systematically. So, for example, 2 university student who paces their learning, uses mind maps or graphic ‘organisers to make clear, structured notes from their lecture notes or own reading and reviews them periodically during peak concentration levels will improve their learning outcomes far more effectively than a student who opts to spend hours cramming for an exam the night before. This “distributed practice” or spacing out study times into short, reqular sessions over a long period of time will undoubtedly have a positive impact on their learning In addition to distributed practice, learners should aim to make the retrieval of information as useful as possible by not only recalling the information, but applying it to answer a specific exam question, solve a certain problem or complete a particular task as part of a piece of coursework. Learners need to be able to identify and select relevant information by making connections, ‘Those students who have been shown how to use graphic organisers and make connections in order to organise information will be better equipped to identify which information is necessary to complete a task or answer a question and identify which further relevant information they need to source. So, itis not simply a case of regurgitating information but retrieving it na useful way. Students who were encouraged at school to regularly create and carry out low stakes quizzes to review course content or explain how to answer certain ‘questions to their peers will better able to review information effectively Higher education students today are expected to know how to reflect on and evaluate their learning in order to achieve desired learning outcomes. At collage or university, they will need to plan schemes of work and keep a record fof the progress made. They will also be expected to carry outlonger written asignments and projects and may need +0 work collaboratively with others in ‘order to produce them. Students who have had the opportunity to use formative ‘assessment at schoo! will have had invaluable experience at reflecting on their learning and becoming more involved in the leaming process. They will be used to reflect on the success oftheir learning and identify where their learning needs to go next. This training will help them stay focused during projects and assignments at university as they systematically reflect ‘on their progress at various stages of the process, identify what the next steps are ‘and have a clear idea of how to go about achieving them. One of the most useful skill they will have developed is how 10 identify what information is needed ‘and how to source it. Kdentifying which member of a team is best prepared to contribute certain sklle or knowledge or develop certain parts of the project will also improve its overall execution. AS ‘autonomous learners, they will ako be better equipped to manage the resources available, source reliable information either online or from the library or self- study centre and use this information appropriately while avoiding plagiarism ‘and respecting copyright. All ofthese competencies that our students further develop during their time in higher education wil also be relevant ‘and necessary in the future workplace. It is clear that building up a wide range of learning to learn skills during our formative years wil stand us in very good stead for the years ahead. teen EFL classes are heterogeneous in their composition and it is the teacher's task to cater to the learners’ different needs through individualisation and differentiation. Ideally, all learners further their FL competences while working on the same topic, but at their individual levels of ability and interest. One idea of how this challenging demand can be put into practice is the use of open tasks, or target tasks as suggested by task-based language teaching (see, e.g., Nunan 2004) Such tasks ae used at the end of 2 teaching unit so thatthe earners can apply and individually expand their knowledge about a crtain topic. ‘The goal of these tasks is cles, but the process of how to raach this goal 2s well as the eventual outcome i ‘open. This serves fora high level of CORE CHARACTERISTICS OF OPEN TASKS they are real-life tacks \/ they challenge ALL learners and allow them a feeling of succes J they can be worked different levels of proficiency. \/ there is 2 clear goal, but content ‘and eventual \/ they are supplemented by diferent means of support / fluency goes “PRE-ACTIVITIES RAISE aaa aN Naat eC eNO aU allad\) 42 TSS ACO ae ee ee Pecneereent Sioee eee eens eer adolescent brain help us understand Re eee eens Sc ene Peery Pe coer) eee capacity for change, That offers us eee eee eee eee eee er eres fence cement Pt eres ee nes coset meee “THE TEENAGE BRAIN TWA ard ROA CLE FoR CHANGE” See eee responsible adult is dramatically influenced by the development of pees ac Peer re eon cortex. The limbie system is all about eee rena ny eee Pesaran The prefrontal cortex, in contrast, fs about higherorder brain functions; it ee ene ete eer orr Petree eg ets Ree ers the plasticity of the teenage brain Se a Pee ee kort ee eed Cognitively. But this is not a call for eee eee eee ees students with thought-proveking content that they will perceive as highly relevant to their lives, present Pe recone eta pee ees Pee cadets for breath and start thinking, rather Sees aoe for you to involve your students er eee eee challenging, and also for you to set rete eee ee et ae) Peon een eet! ‘thinking further by exploring their pene teats ec cree ee nerd Bier pen rer eri) ee ee Peo recnme ere one or eos eee eee CUCL Rear cus eee ere es rather than well-thought-out manner eee ees eh ern Peete eee erties Pome reer ny cee ene eae per ene pay ae taney Ect ecm ee eels citizens of this world requires us to help them recognize their instinctive ee es ee Pe ieee ea Cer ce eon. into their own life coaches with a range of intelligent and constructive Perera Sekar ee Pee ee ‘then modify its owners behaviour ‘to take into account the needs and Sete ze A Migisallas When students get challenged to talk pee eerie ns Re ere rent their teacher, they perceive the learning process itself as more relevant to them, Pe tet on cs eee ees HE SCIENCE ROJECT ‘1 Workin pairs. Can you answer the questions? Which continents do elephants live in? 2 How do they know where they are going? How strong is their trunk (their long nose)? 4 What do they use their ears for? 2. Read the infographic and check your answers | to Exercise 1. How to research Which of these things should you do when you research? Tick the correct answers. 1 Decide the main information you want before doing research. v Use questions in search engines, e.g. How well can elephants see? 2. Read articles from start to finish. 4. Read the contents list of articles or the titles of sections and then decide what you need to read. Make sure the information is fact and not opinion. © Only check information on one sit Take notes as you read. Elephants and Elephants’ eyes are on the side of their head and have three eyelids, cone above the eye, one below, like humans, and an almost transparent one they use to keep dust, ditt ‘and water out. However, their eyes aren't very strong. They normally use their trunks to know where they are going. In fact, the leader of a group of elephants is sometimes blind. Elephants can hear extremely well because they have big ears. They can hear faint sounds, including the calls of elephants up to 1.5 km away. Their ears are about '/sof the size of their bodies. They also use them to keep cool Elephants have to move their trunk ground and smell the air all the time in order to find water, so they have an excellent sense of smell. They can detect water up to 12 km away. Elephants use their rough trunks to explore the environment and care for their young. They also use it to fight. The trunk can lift objects that weigh up fo 250 kg. They can iso sense tiny vibrations in the ground with their feet. Scientists think this must be the reason why many survived the Asian Tsunami of 2004. They felt the vibrations of the earthquake and moved to higher ground. their amazing senses PLAN 4 Workin groups. Choose an animal you want to research. Decide who is going to research which sense. Remember to: + havea title for your infographic + use photos + make the headings and the contents easy to read + use numbers (21, %etc,) instead of words (twenty- ‘one, two-thirds). PRESENT 5 Present your infographic to your class. Remember to include interesting facts, visuals and headings, modal verbs and vocabulary from this unit. HECK Look at the other groups’ infographics. Tell the group members which information you find most interesting. Two species: African and Asian Males: 2,700 to 6,300 kg * Females: 1,800 to 3,600 kg + Lifespan: approx. 65 years 100,000 muscles in the trunk “WE SEE ‘FLUENCY’ ALMOST AS A QUALITY OF THE SPEAKER RATHER THAN A SKILL THAT CAN BE LEARNED” By Ceri Jones f TN ees @ zd Seer eter ie quite loosely without thinking pee eae enya eee Ser) See eae! eee een ee ns they are “fluent in the language yet?", See kit See ee icine Carat One ere them coping confidently in a range Of situations, taking part naturally in conversations, functioning effectively in ere Loan ae “comfortably”, “easily” describe the Pad ee eee ert pee errors eres oe ener ‘emotions and perceptions as much as, ee oe tal the language. We see “fluency” almost ernie cee ae skill that can be learned. When talking ee anes eoeeeetny esas Tere org eee ag ena eet get When researchers study fluency, they eee eae tiers cone is the rate of speech, how many syllables you produce over a given Ponracn neeee Sit nrg Penne tae tet perereeircman erry cee eee eee ge ea oa pete oa ie eee ee ree a Beane plane niente] ‘effectiveness. One thing is being able Se ee aoe rac is that the string of words is actual ee eck listening. So fluency is flow, but it is flow with meaning. This also introduces another factor, the listener. In order to be effective in our communication, erent eres Cen Eee eeerrcr delivery and our length of utterance een at ea ey Re eet eee becomes clear that fluency is a complex Eien rere kee a i Ce ae em ant ined Se ee ay rece eee a eens ee eee erent enrerenenr een ety reese eet ener Cel Peer er kn eee there's no magic wand. It takes time and patience, like all learning. There are Ee ms Perl Pept pein Peis eee eeseereettti peers pel rca et ee kad 2 eee saree ae eet Peed ra eee Sera Re ao bea sa Pee et ete We can be much mare fluent talking to Pete eet ts than we would talking to a stranger pene keine rats epee erento ee eee ee Loe errs eee eet eens rere eerie nd per eer ee ee at language tools they need to succeed. WHY IS FLUENCY IMPORTANT? Deere ete important question. Why is fluency important? And why is it important to ‘our students? Fluency is the bedrock of Pence ‘And the bottom line for all our students et ee ery ie ee es perenne te cea ete ete eae [eee een eee to be able to function competently in Se ee eres Reena eure s eee ee eee part in the global online communities ere paren ere ec rre Pai beh oadeatae ar cal Ee ee Pe eee eed at as peo etsy meas Crate et ae eee Coenen ete era ne a Ur es Peet ee aoe "fluency", is the key to being able eee cao) Pere ee ee ea Re mL! peter aLrena ae priority as teachers to help our students ete eas Pears 7 LEARNING ENGLISH AND FUTURE SELVES CMe professionals, we have the difficult task of ensuring that we teach up-to- date language to our students. In the context of English language teaching, the difficulty arises from the fact that English language pronunciation, ‘grammar, and vocabulary, for ‘example, are constantly evolving and changing. Often, such change occurs in order to remove redundant and less useful language, or by borrowing diractly from other languages. Other factors like culture, migrati and globalisation can also impact languages and cause them to change and adapt to new contexts and uses. Whatever the reason, keeping up with language change is important for teenage language learners because mastery of English will be integral to their success in future study and work internationally. As educationalists and teachers, tis our responsibility to ‘equip our learners with knowledge of contemporary English. To this end, this article presents two research-informed. tasks that can help raise learners’ ‘awareness of language change. TASK I: LEARNING NEW LANGUAGE (AND WHERE Te USE IT!) “The fist task aims to raise learners’ awareness of language and the contexts, Jn which diferent words are used. ‘Drawing on corpus research at Cambridge University Press, there are a number of changes that could form the basis of this taek For example, adverbs like “well”, 0", "like", and "literally" in British English brave changed considerably over the last two decades. 20 years ago for example, “iterally’ was mostly used in a literal sense, but now primarily refers to unveal events, with examples like‘ iterally haven't moved allday. ‘Alter teaching these new uses of words, the task is as follows: eat aa7 1 CO VCATTILT LANGUAGE CHANGE IS KEY FoR TEENAGE LEARNERS I Students pay attention to the use of ‘words like itera’ in everyday fe, ‘games they pay, and media they 2 students nate how often they hear these new words or uses over the course of one week. 3 Using a checklist, tke the example ‘ven here, students must capture extra information surrounding the new words ‘end new word uses, e.g. who says ther, ‘to whom, andin what contexts? A this point, itis a good idea to have ‘2 dassroom follow-up and get students to present their findings to one another. “Taking alearner-centred approsch, this willbe an opportunity to help students Unpack ther own language and discuss the importance of not only keeping language upto date, but also of thinking about where to use it. tis alo worth considering ‘the formality ofthe language, which ‘may not be clear to your students. Being ‘aware of formality in English is pareularly ‘important for teenagers because they will reed to know how to speak i emaloyers ‘and university professors in English ifthey are considering studying and working in English-speaking countries in the future. TASK 2: SPEAKING FoR THE 21ST Rephrasiag ceNTURY In teams, students take turns rephrasing Faghaseorel ese terete a eee ieee eee ee eee ee fees = las ee eee new language. Fst, students should eee cee are argon etfs eee hightgft both the new uses and what 5 it wes like before. This could refer to Group Conversations changes of word-class like ‘message" Team A: Team 8: which, 20 years ago, was usually a noun, ‘Once the students are comfortable with whereas today, it most often is a verb, the words that have changed over time, Other examples are words like ‘google’ they have 2-minute conversations in becoming a verb, where initially we groups of three. Two of the students would have ‘searched for something have a conversation while the third ‘on Google’. Once you decide which takes notes. language to teach, this task has three steps: rephrasing, group conversat and rotation. ‘The goal is for students to try to use ae many of these new words and new word meanings a: possible which the listener captures. Every 2 minutes the groups rotate until everyone has been the listener. This activity helps develop students’ awareness of language change as well as their language use. Initially, rephrasing develops paraphrasing skills, which are important for university study. The conversations requite deep cognitive engagement and language processing, which facilitates language acquisition. While cognitively damanding, this can bbe supported by choosing conversation topics based on previously studied themes. This i an opportunity to consolidate knowledge and minimize students’ cognitive load. This task also develops fluency, active listening, and note taking skills, which are important for future study and work. ‘To offer a brief conclusion, in order to participate with confidence in the English-speaking world, keeping up to date with language change is key for, teenage learners. The tasks here aim to support this by using activities that reflect the ways in which teenagers eam, e.g, through socialisation and leamer-centred content. Overall, by incorporating more tasks that address language change in this way, we can prepare our learners for a successful future as English language users. CAMBRIDGE CROSSWoRD PNAC aS ee a aa evaluation of materials and judgements, challenging assumptions and perspectives, proposing new ideas and solutions (8,8) (See page 23) CR ea! Ce ee ee een ee reel Ce ee) ee eee ee eer to know how to reflect on and evaluate their —__*(@) (See page 11) PR eee eee) oleae) Ce Cero En) ee rrr ee ees undergraduate course (10) (See page 23) 3. Author of “Helping teens become their own life coaches” (6) (See page 14) SE % Environmental activist, born in 2003 (5,8) See page 8) Re kena ee ae peer ese Creech te Toct) Pe etre ete ee) In which country have there been mandatory classes in Ce aro es) “Dropouts don't leave school because we don’t give them enough facts, but because they don't find any meaning in them” is a quote by whom? (9) (See page Ey Cea tee eee eas digital age” (8) (See page 5) ee eee a eld cot) ‘Aword which has changed to be used more as a verb: than a noun (7) See page 21) ‘An example of collaborating to achieve incredible things (4,7) (See page 26) (eu eS ocean SESE i EE eae) Sn ae tee eee eer oe en easier tennant 2 Tra my recent talk at a second Janguage education conference, | asked roughly 100 attendees in the room, whether they have received training in eritical thinking, Surprisingly, only a handful of people raised their hands. One might find this, disappointing, given that the concept of critical thinking is so important in academic study. On the one hand, it might be true that very little systematic training is provided to second language teachers and learners. On the other, few teachers and learners consciously make the pedagogical link between language learning activities and critical thinking, Rather, they pay more attention to language form and function, such as grammar rules, lexical collocation, successful communication and even ppragmatiem, Also, many of these attendees might have perceived the concept more closely related to STEM subjects, rather than a language subject. In fact, my research finding suggests the majority of the second language teachers do not believe critical thinking is associated with language learning. Teachers’ beliefs about integrating critical thinking in second, language learning are one of the ‘most influential factors towards the Comprehension Application Analysis ‘Synthesis Evaluation Ilustration of knowledge; ‘Recognition and recall of facts Demonstration of understanding of the topic ‘Summarising information provided by individuals ‘Application of knowledge ina situation

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