Adult Learning Principles

Learners in LINC classes are adult learners. Adult learners differ considerably from children; they are motivated differently and learn in different ways. Malcolm Knowles (2020) identified the characteristics, goals and needs of adult learners. Instruction in LINC programs should be based on these principles of adult learning.

• Adults have a strong sense of self-direction and motivation
  

Adult learners are internally motivated to learn and need to see the purpose, value and benefit of their learning. In a LINC program, motivation is greatest when learners see their interests, needs and experiences reflected in their learning activities. As an instructor, make sure you understand what learners in your program need and or want to learn and what motivates them. Encourage them to articulate their needs and goals, set their learning path and reflect on their learning and performance.

• Adults use their life experience to facilitate learning

Adult learners bring their experiences and knowledge into their learning. In the LINC program, adult learners are diverse in terms of cultural, educational and professional backgrounds; life experiences; and skill sets. All of this must be considered when you plan instructional content. 
Draw on learners’ life experiences by encouraging them to share their stories and experiences; to utilize their prior learning and knowledge; 
and to apply the skills they have previously developed.


• Adults are focused on achieving goals

Adults are results-oriented in their learning: they need to know how their learning will help them achieve their life goals. As a LINC instructor, 
make sure your learners set short and long-term goals so you can connect the content of the class to those goals. Plan your activities and tasks in such a way that learners can see them as recognizable, achievable steps in their learning.


• Adults need to know how the information is relevant

The relevancy of a LINC program to learners’ lives is crucial. As an instructor, make clear the relevance of the themes, topics and tasks to the learners’ real-world language and settlement needs and goals. The experiences, skills, knowledge and interests of the learners should guide 
your planning throughout the course. Gather information from learners prior to and during instructional planning. 


• Adults are practical

Adult learners learn best when they know they can apply what they have learned immediately. In LINC programs, learners want to learn language and settlement skills to help them solve their life problems, such as finding employment, securing housing or supporting their children in school. Use real-world tasks and scenarios, and provide practical examples that learners can practice and apply in their day-to-day lives. 


• Adults are looking for support and mentorship

Adult learners benefit from a mentorship relationship with their instructor: they are looking for support and guidance about gaps in their learning and where they should focus their efforts. As a LINC instructor, it will be necessary to guide, and sometimes even push learners to focus on areas outside their comfort zones. This mentor / mentee relationship will work best if it is built on trust and open communication. Take time to get to know your learners and their language learning and settlement goals, and offer guided support throughout.


• Adults are open to modern ways of learning

Adult learners are open to different ways of learning and want to experience them. While the previous learning experiences of LINC learners may be varied, adults are usually open to new ways of learning. As an instructor, provide a variety of learning activities and leverage technology to enhance learning and teaching. 


• Adults want to choose how they learn

Adult learners want to have ownership of their learning. In your LINC program, have learners explore and communicate what and how they want to learn, and apply that when planning your course. Engage learners in the planning process by asking them for input and feedback. Keep in mind that people learn differently and be flexible in your teaching to accommodate that.



Adult learners come from diverse backgrounds and may have different experiences of education. Remember that some adult learners may feel uncomfortable in a learning situation because of a past negative experience or distrust in their own abilities. It is your role to help those learners build their self-confidence. Learners with EAL literacy needs, less education or low self-confidence may struggle to motivate themselves and be self-directed in their learning: they will need your help in developing these abilities. Youth are usually highly engaged and motivated in their language learning as well, but tend to learn more quickly than adults.  


EAL Literacy Learners

Adult learning principles apply to EAL literacy learners of all levels. Although it can be difficult to find appropriate learning materials for adult EAL literacy learners, avoid using children’s materials. They are not appropriate developmentally and often include a wider vocabulary as they’re written for native speakers. Adult EAL literacy learners need to see themselves and their needs reflected in their learning materials.