“Eye learners and ear learners”

Reflecting on “Eye learners and ear learners” by Joy Reid.


The author did a good job by categorizing ESL students in the US context. However, this classification might not be exhaustive because it may be possible to find a totally unique case in every other class. Therefore, it is up to each ESL (even EFL) teachers to make sure that they have minimal background information about their students.
In fact, not only does such a practice help teachers empower their students with language skills, but it also contributes to class dynamics. Other language education scholars such as Ghebard, (in Teaching English as a foreign or second language. A teacher self-development and methodology guide. (p. 57) endorses Reid’s point and he actually stated “A number of educators encourage language teachers to take on the role of needs assessor. Doing so includes learning about students’ language-learning history, goals, interests, study habits, learning strategies, and language-learning styles. They suggest we interview students, have them complete questionnaires, and generally observe what they do and say”.

Furthermore, the sample questions used to learn about students' background are pretty insightful. Nevertheless, teachers should first of all explain their students the intrinsic benefit of such surveys. In fact, due to possible cultural susceptiblities, some students might not feel at ease at releasing such personal information, as it was my case when I had to write my first narrative about my past experience in language learning.