What you will learn
When I completed my initial training as an English language teacher, I was told not to teach exam classes or advanced level students for at least two years. The idea was that new teachers would benefit from a couple of years teaching General English at lower levels first, before taking on these more “demanding” classes. I followed this advice, but quickly came to love the challenge of teaching both exam classes and advanced learners. However, teaching advanced learners, a number of whom will want to take an exam like Cambridge C2 Proficiency, is something which creates fear for many teachers, who sometimes can feel that they are somehow not good enough.
This masterclass addresses these issues and considers what proficient learners of English are likely to want and to need to develop their English to these high levels. It also introduces the idea of the needs (and wants) analysis as a tool to help all teachers, both inexperienced and very experienced, to identify what and how learning can take place to meet these needs. I also introduce two different ways of thinking about syllabus design, which show different ways of approaching learning, and I aim to take away some of the fear and the mystique which surrounds teaching at the very highest levels. Come along and find out what it is really like to tackle C2 Proficiency!
About the trainer
Workshop Summary
Understanding Proficient Learners
Neil Harris begins the masterclass by discussing the proficient English learner, focusing on the C2 level. He highlights the challenge of determining the number of such learners globally but emphasises that non-native English speakers outnumber native speakers. The Common European Framework of Reference (CEFR) uses the term “proficient” for the highest levels, C1 and C2, indicating sophisticated language use rather than native-like fluency.
Characteristics and Importance of Proficient Users
Proficient users excel in academic study, business negotiations, complex writing, and discussing sensitive issues. Harris uses Cambridge exam data to show that while few take the C2 exam, pass rates are high due to learners’ motivation and competence. He stresses the importance of proficient users in international politics, diplomacy, and high-level business.
The Role of Needs Analysis
Harris then emphasises the importance of needs analysis for tailoring learning experiences to individual students. This tool is vital at all levels and for all course types. Understanding students’ previous study experiences, current and future use of English, and personal goals is crucial for effective teaching. Regular check-ins with students help adjust learning goals and methods based on evolving needs and wants.
Designing Courses for Advanced Learners
In discussing course design, Harris presents two approaches: the analytic syllabus, which focuses on emergent language through tasks and projects, and the synthetic syllabus, which centres on predefined language chunks, often used in exam preparation. He advocates for a balanced approach, blending both methods based on learners’ needs and contexts. Teachers should provide comprehensive input and scaffolded activities to support learner independence.
Addressing Teacher Concerns
Harris acknowledges the fear many teachers feel when teaching advanced learners, particularly at the C2 level. He emphasises that language proficiency alone does not determine teaching competence and that effective teaching involves a range of skills beyond language knowledge. He advises teachers to value their skills and experience, reassuring them that they can succeed in teaching high-level learners.
Practical Application and Flexibility
Using examples from course books, Harris illustrates how analytic and synthetic approaches can be implemented. He highlights a book that engages students with tasks and projects and another focused on exam preparation. While he prefers the analytic method for its creativity and engagement, he recognises the necessity of the synthetic approach in exam-focused contexts. Teachers can balance these approaches based on learners’ needs and institutional expectations.
Conclusion and Encouragement
Harris concludes by reiterating that native speakers are not inherently better teachers, and needs analysis is crucial at all levels. Both analytic and synthetic syllabuses have their place in language teaching. He encourages integrating task-based and project-based learning to maintain student motivation and engagement. Finally, Harris reassures teachers that they possess the necessary skills to teach advanced learners effectively, urging them to value their expertise and continue developing their teaching competencies.
Reflective Questions
Have a quick think about the reflective questions below in order to get the most out of the workshop:
- Are native speakers better teachers at very high levels (C1 and C2)?
- What is the role of the needs analysis when deciding the what and the how of teaching individual and group classes?
- How can an understanding of different syllabuses help me to meet the needs and wants of my learners?
- What kind of activities work with very high-level learners?
Recommended Further Reading
Partsalidou, A., Spanou, E., & Tsaggali, E. (n.d.). Upside down. Glossobooks.
Aish, F., Mansur, E., Tomlinson, J., & Norris, R. (2024). Ready for C2 Proficiency. Macmillan.
British Council Teaching English. (n.d.). Needs analysis. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/n-p/needs-analysis#:~:text=Needs%20analysis%20involves%20doing%20some,contribute%20to%20successful%20course%20planning
Cambridge English. (2024). C2 Proficiency handbook for teachers for exams from 2023. https://www.cambridgeenglish.org/exams-and-tests/proficiency/preparation/#teacher-essentials
Common European Framework of Reference for Languages (CEFR). (n.d.). Global scale – Table 1 (CEFR 3.3): Common reference levels. https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale
Long, M. H. (2005). Second language needs analysis. Cambridge University Press.
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