Caring for the Whole Person in the EAP Classroom
Most educators worldwide would agree now that when we talk about second language (L2) learning, and learning in general, there are many factors to consider. We need to take into account learners’ age, learning styles and strategies, aptitude, attitude, mo
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34. CARING FOR THE WHOLE PERSON IN THE EAP CLASSROOM
INTRODUCTION
Most educators worldwide would agree now that when we talk about second language (L2) learning, and learning in general, there are many factors to consider. We need to take into account learners’ age, learning styles and strategies, aptitude, attitude, motivation, hemisphere specialization, and more (Larsen-Freeman & Long, 1991). Regarding English for Academic Purposes (EAP) in Western English language medium institutions in particular, a brief review of literature shows that some of the most discussed issues relate to (integrated) reading and writing skills and strategies development (Grabe & Zhang; 2013; McCulloch, 2013; Meyer Sterzik & Fraser, 2012; Spack, 1997), including knowledge of academic genres, registers and rhetoric conventions (Grabe & Zhang, 2013; Hyland, 2002, 2006; Spack, 1997), critical thinking (Grabe & Zhang, 2013; Hyland, 2006; McCulloch, 2013; Spack, 1997), background knowledge and L2 linguistic competence (Grabe & Zhang, 2013; Moussu, 2013; Spack, 1997), to name just a few. Discussions on the above issues focus on a variety of cognitive and social aspects of learning and relate mostly to EAP learners’ struggles in their academic endeavours. I have seen quite a few of those struggling learners myself while teaching at an international ESL school and at York University in Canada. There is an abundance of insightful research offering advice and looking for new answers. Yet, in most of it, as Meyer Sterzik (2012) points out, one important focus has been missing: the focus on the person in EAP, on the learner’s psychological (and physiological) needs. Neglect of the person is an issue relevant, in fact, to all learners, but especially to international EAP students who can feel distressed from the cultural, linguistic and academic environment change, all happening at the same time. I find at least three reasons why taking into account the person in EAP is important. First, it highlights the fact that the learner, the subject and object of all academic (EAP) discussions, is above all a human being. Failing to recognize that can impact all learning and teaching (see Lozanov, 1971, 1978b, 2009; Tarr, 1995), the role of affect in (L2) learning (Lozanov, 1971, 2009; Schumann, 1994; Swain, 2013) and the need for identity change in a new context (Hyland, 2002, 2006; Spack, 1997), which can impact classroom communication, hence learners’ cognition and well-being. Furthermore, from a Suggestopedic perspective, caring for the person necessitates the need to consider also the role of art, (role)play and creativity (Lozanov, 1978b, 2009; J. B. Cummings & M. L. Blatherwick (Eds.), Creative Dimensions of Teaching and Learning in the 21st Century, 321–330. © 2017 Sense Publishers. All rights reserved.
S. HARIZANOVA
Lozanov & Gateva, 1981; Tarr, 1995) and of the classroom environment, both human and physical (Lozanov, 1971) in cognition. Focusing on the personhood of the learner also gives Suggestopedia a special place in current (North American
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