Students are set to benefit from joint initiatives by tourist attractions and English language schools in the UK. Oksana Higglesden explains….
Ask any student what makes a successful English language course and they will undoubtedly respond "excellent teaching and a dynamic social programme". Students are far more likely to remember the fantastic times they have had outside the classroom and, in response, schools are forging closer links with tourist attractions to ensure that they have a memorable stay.
The quality and variety of Britain’s attractions - ranging from hi-tech amusement to traditional entertainment and historic sites is hard to match. Schools are aware of the opportunities that social activities present for language learning while tourist attractions, in turn, increasingly recognise the significant contribution that this niche market segment offers and produce specially tailored education packs and tours. Their presence at the ARELS Social Organisers’ Conference earlier this year confirms their growing interest in the whole learning experience for student visitors to the UK.
What really puts English Language Teaching at the cutting edge is the continual quest for devising innovative and effective ways of teaching different types of learners with diverse needs. This is essential. Nowadays students expect far more from classroom teaching than grammar recital. They want to learn but at the same time they don’t want it to be a chore. Schools know that learning continues outside the classroom. Students are more likely to pick up new vocabulary and phraseology through different activities and situations and this is more likely to be retained in a relaxed and stimulating environment.
With this in mind, more school in Britain are opting for integrating social activities into the classroom curriculum. Visits are generally supported by extensive worksheets and projects with a strong language content. Assigning students a specific topic on which to report after their visit has some educational benefit and will give them a different perspective of British culture. Worksheets also provide the teacher with a basis for language work in the classroom. This material can be used for one or two lessons before the trip followed by a brief feedback session the following day.
Worksheets are given to students on the day before an excursion so that they have the greatest impact. Sometimes they include copy in basic English on the destination to be visited and its history followed by true/false questions and world searches; an itinerary so that students know exactly where they are going and when, and a task for them to carry out whilst on the trip. For students at a higher proficiency level, worksheets might include in-depth reading texts or a questionnaire related to the excursion.
Many tourist attractions are able to offer a range of structured tailor-made services. One of the most proactive, the Royal Palaces, provide special briefing papers, activity sheets and organise guided tours and slide presentations on various aspects such as tapestry conservation. Tudor etiquette or King Henry VIII. Students are given a unique cultural experience which gives them a greater empathy with the past and is structured in such a way that they do not wander aimlessly.
The Royal Palaces are able to help social organisers structure a visit and advise on what can be done on site, how this can be effective, how to prepare students in advance and how to follow up the visit afterwards. On arrival, students are usually divided into groups and asked to report on set aspects of their visit such as design or renaissance paintings and where possible given dictaphones on site to record their impressions in English. This exercise is often followed by group discussions on what students liked or disliked about various aspects of their visit.
As well as integrating excursions into classroom teaching, schools are turning their attention to the local community for additional sources of teaching material. Local people from all walks of life are invited to talk to students about their jobs, their hobbies and their own experiences. This encourages communication and gives students a lot of listening practice.
Integrating excursions and contact with the community into the classroom curriculum has numerous advantages for all those concerned. This approach provides teachers with a plethora of teaching material and gives them more flexibility to prepare classes. Students also benefit. They are more likely to retain information if they are taught in a fun and relaxed environment. Their listening and communication skills will also improve as they come into contact with many types of people.
