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It really seems so easy. Just put on the CD or tapes, relax in bed and learn English (or another foreign language) while you sleep. Have you ever seen those ads that say, “Learn English While Sleeping” or that promise “effortless” language learning by listening to a tape or CD while you relax or take a nap? With the continual rise in the study of English as a foreign or second language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of “learning English (or another foreign language) while you sleep. To better understand the processes involved let’s first look at each of them individually in turn. In this first part of the series, we’ll examine the elements of sleep.

What is Sleep?

The state of sleep is generally defined as “the resting state in which the body is not active and the mind is unconscious.” A more extensive definition is offered by Webster’s New World Dictionary (third ed., 1989); “sleep: a natural, regularly occurring condition of rest for the body and mind, during which the eyes are usually closed and there is little or no conscious thought or voluntary movement, but there is intermittent dreaming”.

Sleep is also likened to death. In the Holy Bible (NWT, 1981) at John 11: 11 Jesus says, “Lazarus or friend has gone to rest, but I am journeying there to awaken him from sleep.” Then in verse 14 Jesus clarifies his meaning of “sleep”, “At that time, therefore, Jesus said to them outspokenly: Lazarus has died.” In describing death the bible continues at Ecclesiastes 9: 5 stating, “The living are conscious that they will die; but as for the dead, they are conscious of nothing at all.” Sleep then, is characterized as a condition typically devoid of conscious thought. Have you ever slept through a severe thunder storm, a series of car alarms going off, an explosion, an earth tremor (minor earthquake) or dogs barking loudly at night? Completely unconscious, right? For even further clarification, here are some characteristics of human sleep.

Characteristics of Sleep

Characteristics of sleep in humans are:

lying down, if possible although sleep is possible in almost any position according to studies done on astronauts and in sleep study centers

Eyes are closed, but sleep can occur with opened eyes in an environment devoid of light and / or distraction

You don’t hear anything or do not consciously respond to external sounds depending on the level, depth or stage of sleep

Slow, rhythmic breathing pattern (which might be altered during dream stage)

Muscles are completely relaxed with the exception of altered states of sleep or reaction to dreams or abnormal physical conditions

Person may occasionally roll over changing positions

Stages of Sleep

On the average, a person goes through five stages, or levels of sleep. The stages each have distinctive characteristics and determine what the brain and body are capable of.

Stage One - 4-5% Light sleep. Muscle activity slows down

Stage Two - 45-55% Breathing and heart rate slows. Body temperature decreases

Stage Three - 4-6% Deep sleep. Slow Delta waves begin

Stage Four - 12-15% Very deep sleep; brain produces Delta waves

Stage Five - 20-25% Rapid eye movement (REM); dreaming occurs

Why Do We Sleep?

For the most part, sleep allows several vital functions to take place. It is an essential physical and mental state with which we cannot do without. Our sleep allows us:

To repair muscles and other tissues

To replace aging or dead cells

An opportunity for the brain to organize and archive memories, that is in part, to transfer data and memories from short to long-term memory

Lowers energy consumption (balance of enzyme production achieved, i.e. blood glucose levels, electrolyte levels, etc.)

To recharge the brain (diminished supplies of fluids and enzymes in organs and lymphatic system can be replenished during sleep)

How Much Sleep?

Most young adults need 7 to 9 hours of sleep a night, but the quantity of sleep required can vary depending on age, daily activity, diet, nutrition and other physical and / or psychological factors. Sleep deprivation can directly affect:

Short term memory

Performance

Efficiency

Physical health

Emotional health

With 30 to 40 million Americans suffering from serious sleep-related disorders, the effect of sleep on learning and cognitive competencies is of serious concern.

In the next segment of this series, “Learn A Foreign Language While You Sleep: Theoretical Approaches”, we’ll look at both recent and current language-learning theories and approaches and how some might seemingly provide some support for these claims.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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A New Approach Every Decade

It seems with every decade a new approach or theory of English or other foreign language learning comes into vogue. Keeping up can be daunting, even exasperating for TEFL English teachers worldwide. Each of us has our own environment and particular situation in regards to materials, facilities, time constraints, knowledge, training, skills and abilities among other venues. Let’s not even talk about administrative demands. Despite these, there are some commonalities. Our EFL / ESL learners all want the same thing in varying degrees - to develop English language skills.

So first, let’s consider some ways people can learn new information or develop new skills and abilities. Regardless of currently accepted approaches or theory some aspects are staple and constant. There are, essentially, nine ways students learn new information or develop new skills. These key methods are:

Observing someone else, then copying their actions

We all know this one. It made millions for Arthur Murray and numerous other dance instructors. We watch, and then we try until the movements are fluid and natural looking. It takes two to Tango in more ways than one. Ever watch an infant? As you coo and talk to him / her, they watch your mouth intently. Later, they’ll try to mimic you and other speakers. It works, of course. After all, YOU can talk quite well now, can’t you?

Practicing doing something on our own

Actually, I learned to play rudimentary chess this way, practicing by “playing” against myself for hours on end. Many fishermen learn and develop their skills using this method as well. For language learning, students could try using CDs, tapes, videos or mimicking speakers live, on TV or radio.

Having a personal instructor or trainer

From learning to skate to getting a Black Belt, this is a preferred method for many physical skills. When learners attend a formal class this method is being incorporated too.

Taking a course from a knowledgeable person or source

For study and learning of abstract knowledge like the arts, language or music, most people would tend to use this method. At some point or another most learners do attend a class in the target language, especially in the USA, England, Canada or Australia where English is the first language of the people.

Keep trying and failing until the action, sequence or information is “acquired”

Whether growing a new business or learning to ice skate, this is one way, albeit a painful one at times, to learn a new skill. In acquiring speaking and listening comprehension skills, learners need to continually try and “fail” in the production and comprehension efforts.

Following guidelines or instructions on how to do something

Want to build your own computer? Assemble a model plane, car or boat? Hit a straight drive or bowl a 300? Most likely you’ve used this method with electronics or in assembling a toy, a framework, and a piece of furniture or something like a tent. In a language pronunciation segment, learners follow speech reproduction guidelines to improve their sound production accuracy.

Think about each of these methods or approaches and I’m sure you’ll come up with some skill, ability or knowledge you obtained using several of them. You’ll likely also note that different types and kinds of skills required different approaches on your part. You likely tried to learn something in one way, failed, and then tried another approach or two successfully. So keep learning. Keep growing and Good Luck.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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Introduction

In a study of the learning style of adult ESL students, Willing (1985) found four different learner types:

Concrete learners - who prefer the use of games, audio-visuals and pair work

Analytical learners - who prefer structured study methods and texts, verbal-linguistic activities and self-correction

Communicative learners - who prefer the use of role plays, simulations and realia

Authority-oriented learners - who need detailed explanations, take copious notes and frequently use manipulatives

In addition to the citing of these four types (J.C. Richards, 2004) there are these five “typical” classroom types that I think teachers should be familiar with. Here they are with some suggestions on strategies to teach them.

1. The Learning Disabled Student

Poorly prepared since primary school with highly underdeveloped basic skills, this type of learner may even be deficient in their L1, or first language.

Teaching Strategy: A healthy dose of patience and adapting materials to their preferred learning characteristics are an absolute must.

2. The LEP Student

The Limited English Proficiency (LEP) learner has likely “progressed” through earlier or lower levels solely by means of “piggy-backing” off the abilities of a more proficient classmate or partner. You, as the teacher, are now faced with a beginning level student in an intermediate or higher level class.

Teaching Strategy: Remedial work outside of class contact hours is going to be required here. Reinforce work from lower levels through tutoring sessions, workshops or even “extra” classes outside the required norms to help this learner to “catch up” to where they should be.

3. The Teacher’s Pet

Their homework is always done, practice activities are nearly perfect, their notes immaculate and useful, their hands go up instantly in response to a question or activity. The Teacher’s Pet is a teacher’s dream. Yes, they’re out there and the experience of teaching them is a truly memorable one.

Teaching Strategy: This is where having those prepared extra assignments and activities really pays off. The Teacher’s Pet will finish the normally-provided exercises and activities fairly quickly and frequently well ahead of the other students. So enjoy and whip those “extras” on them -they’ll love you for it.

4. The “Unteachable” Student

The bane of nearly all educators, they don’t even want to be present in class, let alone actually learn anything. They’re often a constant distraction; inattentive, boisterous, disturbing all around them. No books, participation or homework proceeds from anywhere in their direction. Seemingly responding to neither carrot nor stick, the “unteachable” student can make strong teachers weak and weak teachers “throw in the towel” and become accountants.

Teaching Strategy: What’s needed here are some insights into the intrinsic and extrinsic motivations of these students. Only then do you have a shot at motivating or interesting them in their didactic surroundings. Find out - quickly - if there’s a way to reach them an act on it pronto or the both of you will lose out.

5. The Extremist

Whether they’re Musical - Rhythmic, Visual - Spatial or another overly dominant Multiple Intelligence to the extreme, these learners could tax the patience of Job himself. They might whistle, hum, chat, talk on their cell phone, scribble or doodle incessantly. Take note of it and learn to use it to draw them into the class and teach them

Teaching Strategy: Don’t fight against them. Turn the tables on the situation and use their overwhelmingly dominant traits to teach them. Even if they’re the only one with that particular learning characteristic in your class group - use it to your - and their advantage.

Get to know these learner types and familiarize yourself with techniques and didactics to manage them effectively in class before they get to you. It will make your teaching experiences all the richer, more memorable and aid you in developing as a first-rate educator. Please feel free to contact me at lynchlarrym@gmail.com with any questions, comments or for more information.

Prof. Larry M. Lynch is an expert author and photographer offering Web Content Writing Services for top-quality articles on: Education, Language learning, Salt and Fresh water fishing, exotic foods, South American travel and culture, Ethnic issues - Blacks, Latinos, Indian native tribes, Health, Internet business resources and more His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News, Brazil magazine and hundreds of sites online. For fr*e*e sample articles and available web content e-mail: lynchlarrym@gmail.com

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