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'Humanism' is one of those constructs that people argue about passionately. Instead of attempting to
define it, perhaps it makes more sense to focus on some commonly agreed characteristics of
humanism. These are: problem-solving, reasoning, free will, self-development, and co-operation.
• The former advocated the use of 'Counselling-Learning'. In this practice, teachers sit outside a
circle of learners and help them to talk about their personal and linguistic problems. The
students decide the 'curriculum', while the teacher is more of a facilitator, who fosters an
emotionally secure environment.
• Meanwhile, Gattegno advocated the Silent Way approach. In this, he presented challenges for
learners. These challenges developed the students' awareness and encouraged their
independence.
It's my view that it's possible to apply the characteristics of humanism to ELT in a less radical way than
described in the practices above. In a way that might be more appealing for students, more practicable
for teachers, and more plausible for education inspectors.
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• They will be aware of the individual learners' 'developmental readiness' (Piaget, 1970), which
will determine when and how to teach each student something.
• They will offer their students problems to solve, as, according to cognitivists, this is precisely
how we learn things.
• Above all, the successful humanistic teacher will probably be a pragmatist - allowing a
combination of language learning theories and their own experience to interact with each other
to produce effective language lessons.
The humanistic teacher also needs to be aware of what motivates their students. Some will probably
want to learn English because they have to (e.g. for their job), while others want to simply for the sake of
it. The former is called 'extrinsic motivation', while the latter is called 'intrinsic motivation'.
• Those students who are more extrinsically motivated will be more goal-oriented and might
want, for example, a lot of tests and exams.
• Students who are intrinsically motivated will derive a lot of satisfaction from solving language
problems - the solution will be a reward in itself.
In reality, of course, students can be both intrinsically and extrinsically motivated. They may be learning
English for a specific purpose (e.g. to be accepted into a speech community or to get promotion), but
they might also really enjoy the process of learning.
• Teachers need to be aware of this mix and need to use this information to determine issues
like:
o How much testing to do?
o How much fun can be had?
o Should the target language be representative of one particular speech community or
not?
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Humanism in practice
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Conclusion
The thrust of humanism seems, to me, to be the ability to advance as a species through understanding
and co-operation. This means that humanistic language teachers need to have a thorough grasp of both
how people learn and what motivates them to learn. They need to shed the old image of the teacher
being the fount of wisdom and replace it with the teacher as facilitator.
Further reading
Counseling-Learning in Second Languages by Curran C. Apple River
Teaching Foreign Languages in Schools: The Silent Way by Gattegno C. Educational Solutions
Structuralism by Piaget J. Basic Books
'Class, Status, and Party' in Essays from Max Weber by Weber M. Routledge and Kegan Paul
Humanising Language Teaching. An online journal for language teachers. www.hltmag.co.uk