I recently spoke to a teacher working with a group of older language learners (some in their 70s) who said her students were all loving AIM. Many teachers and parents hear about our methodology's playful and engaging techniques and think it’s designed just for children, not adults.
However, as this teacher and others can attest, the AIM methodology is deeply rooted in how humans (regardless of age) take in and process information. It’s backed by the science of the human brain, making it ideal to help develop language proficiency at any age.
In this blog, we’ll share how AIM second language education effectively builds fluency for both young children and older adults.
Top 5 AIM Language Learning’s Benefits
The AIM is a methodology whose benefits transcend age or ability, making it an inclusive learning model for second language learners. Here are the top 5 benefits of AIM for all ages.
1. AIM is engaging
The AIM allows students to take an active, role in their learning, as it provides multi-sensory input. The variety and duration of activities ensure that the brain stays alert. AIM activities are no longer than 10 minutes each. Educators invite students to speak, watch, listen, sing, dance, move, read, write, and interact spontaneously. This variety ensures that students are provided with many options that support their language learning experience..and is beneficial for students of all ages.
“In 2020 we had several principals from the Netherlands come to observe [high school} classes and they were blown away by what they saw in the AIM classroom. The memory sticks out to me because there was so much energy in the room and my students were very proud to demonstrate all that they had learned so far in French class.”
-Kathryn Harris, Vancouver
2. AIM removes distractions from the classroom
It’s easy for young students (or those of any age, new to a language) to get distracted in classroom settings. Younger AIM students love having the opportunity to get up and dance, sing, act in plays, and perform for an audience.
Without constant stimulation and active learning opportunities, some students find themselves distracted in a second language education environment, not understanding the words that the teacher is saying. This sometimes leads to inattentive behaviours that make the language teacher’s job challenging.
When older students feel lost, they don’t see value in the language course and may stop trying. We hear this all the time from teachers in theme-based language classrooms, especially once students enter their teens.
With AIM, because the teacher gestures (along with other AIM techniques and strategies) students remain engaged, and are focused, attentive, and truly find enjoyment in their language classes.
Don’t take our word for it, here’s what AIM high school students are saying:
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“I have had five years of French class and for the first time, I finally understand what the teacher is saying!”
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“I have learned more in the first week of classes with AIM than I did in the past four years.”
3. AIM makes language comprehensible, focuses on proficiency
Our goal is to help your students become proficient in a second language faster than other teaching methodologies. For example:
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Using high-frequency, pared-down language and an associated visual gesture to match each word opens the door to communication that does not exist in any other language classroom.
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Focusing on one story at a time ensures familiarity with the language and content within each AIM Kit level to maximize comprehension.
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A lexical approach (not initially focusing on the grammar structures) ensures the development of authentic proficiency.
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The scaffolded and holarchical nature of AIM ensures that students can better manage the language. In contrast, other language learning approaches focus on themes or even scenarios without adequate repetition or contextualization. This is important for maximizing comprehension, not only for the younger student, but for older students who want to see results.
4. AIM brings an arts and literacy approach to learning
AIM is an arts- and literacy-based approach where students learn more through the deeply context-embedded environment that we provide. Students of all ages learn not only the language, but other skills as well, including dramatic arts skills, choreography, creative writing, and the editing process.
Students may take these transferable skills in arts and literary into other areas of the curriculum, and older students may use them in other areas of their lives as well.
5. AIM ensures a positive learning environment
AIM focuses on positivity. Learning any new skill can induce some anxiety or apprehension at any age. Stephen Krashen, an American Linguist, called this ‘the affective filter.’
True learning can’t occur if the student isn’t willing to ‘give it a try,’ and students won’t be able to learn effectively if they feel anxious. In AIM classrooms, students are asked to speak chorally in whole-class activities - no one is singled out. This means that all students, regardless of ability or confidence, have equal opportunities to practice. This creates a positive and supportive learning environment, reducing student anxiety, and increasing the potential for language proficiency.
“I use the AIM with my grade 9’s and 10’s at University Hill Secondary School. I couldn’t believe that I had the opportunity to discover a program that taught the French language in such a meaningful way. My students were speaking French! They were coming to class motivated and excited to learn! By the end of the year I was truly amazed at the quality of writing in the stories that they had written. I was hooked.”
-Kathryn Harris, Vancouver
AIM as a holistic approach to teaching second languages
The AIM is recognized as a holistic approach to language instruction because it uses songs, plays, dances, and creative storytelling activities. This methodology works for students of all ages, including children and older adults.
We’ve quoted AIM Certified Teacher Kathryn Harris a couple of times above. She summarizes her love of AIM, below:
“After 4 years now of using the AIM, I am convinced that it is by far the best teaching method that I have yet witnessed for teaching meaningful language and I plan on using it for the rest of my career.”
We hope that you will consider the above-mentioned benefits of the methodology to give AIM a try with your students.
