Students’ Motivation.
In a TEFL process, it is difficult to persuade and maintain students’ conviction towards the need to learn and use English. Richards (2013) states that “The construct of motivation emphasized the importance of individual differences among learners (which also include language aptitude, age and gender)” (p.12). The most important element that affects learning English is the lack of motivation. Learning EFL implies commitment and awareness. Students must set goals, they need to dedicate time and effort to succeed. Many students may find themselves in a situation that they have to learn EFL as a requirement to get their bachelor's degree, join postgraduate studies in Colombia or an English speaking country. However, this is an issue that we as language mediators should also overcome as students may develop negative attitudes and perceptions or dislike toward learning English.
Pedagogical creativity.
Another challenge I would like to take up has to deal with creativity skills development in language pedagogical mediation. “Creativity depends upon the ability to analyze and evaluate situations and to identify novel ways of responding to them” (Richards, 2014, p.5). As a facilitator, I could positively influence the students’ curious minds through the inclusion of strategies or tools that should not be only innovative, but touch the heartstrings of young minds, encouraging them to stretch their creativity. English as a foreign language is best taught through creative means when students are encouraged to propose varied ideas. Creativity has to deal with students' freedom to explore their creative side, which helps to quickly recall the ideas that are reflected as part of the teaching.
Designing a curriculum that meets apprentices’ needs.
Each student is different, they learn at different speeds, and each has his or her way of taking content and remembering it. However, the challenge arises when we as teachers are expected to apply a fixed curriculum to students with very different needs. Each student has their own language learning needs, some do not learn from grammar, prefer constant oral practice, others learn very well when reading texts, and others when listening or solving problems on their own. It is important that, as language mediator, I provide learners with tools and content that are adapted to their needs, which makes the design of a learner-centered curriculum emphasizing on “individual difference”. (Richard, 2013, p.13).
References
Richards, J. (2002). 30 Years of TEFL/TESL: A personal Reflection. Singapore. In RELC Journal, Vol 33, 2, 2002, pp.1-36. Recovered from: https://www.professorjackrichards.com/wp-content/uploads/30-years-ofTEFL.pdf
Virtual Learning Object in Unit 1: http://hdl.handle.net/10596/24246