Adults bring life experiences and a level of maturity into the classroom that children and adolescents do not. Their expectations and motivations reflect this. Here are several keys to keep in mind when teaching adults:

* Adult classrooms may present great diversity

Be prepared for diversity of cultural background, age, previous formal education, previous exposure to English, life experiences, and current life situations.

* Adults respond well to knowledgeable, enthusiastic teachers

You must be comfortable with the subject matter you are teaching and communicate enthusiasm for the subject matter and your role as a teacher. This will help you gain respect and is especially important if you are younger than your students. If you must teach material which is challenging for you, try not to communicate a negative attitude about the material to your students. If a student asks a question which you can't answer, don't be afraid to say, "I don't know, but I'll find out for you."

* Adults are not too old to learn a second language well

Although native language learning and literacy are best accomplished in childhood, when it comes to learning a second language, research has shown that adolescents and adults outperform children. Adolescents even surpassed children in pronunciation skills. One of the reasons children appear to acquire a second language faster than adults is simply that they get a lot more practice with other children and have lower inhibitions, but many adults have attained a high level of fluency in a foreign language.

* Adults need a comfortable and safe learning atmosphere

Trial and error should be encouraged in language learning. Adults will take more risks in an environment where it's safe to make mistakes without embarrassment. You may want to minimize public reading and writing until your learners gain confidence, especially if literacy skills are deficient. The same goes for standing in front of the group to speak.

* Adult learning is transformative

Learning in childhood is said to be formative, when skills and concepts are developed for the first time. Adults, on the other hand, are extending and refining their knowledge based on existing knowledge and beliefs. They are changed or transformed by learning experiences.

* Adults need repeated practice of a concept or skill

Adults generally need patience and repetition to solidify new language concepts or skills. If adults have already developed bad habits with English errors, these will take time and effort to break. Adults also tend to have a lot on their minds and limited time to practice English outside the classroom.

* Adults learn well with question asking and answering, and problem finding and solving

These activities require mature thought processes which stimulate and motivate adult minds.

* Adults want practical, real-life contexts

The more relevant and useful the subject matter, the more motivated your learners will be. Adults enjoy materials that relate to their personal experiences and interests, and they want to be able to apply what they're learning in the real world.