The Humanistic Approach to Language Teaching

Humanistic language teaching is an approach based on the principle that the whole being, emotional
and social, needs to be engaged in learning, not just the mind. Humanistic teaching approaches include
the Silent Way, Community Language Learning, Total Physical Response and Suggestopaedia.

In the realm of language teaching and learning, the humanistic approach is one of the most
remarkable movements. It is such an approach where the learner is seen as a whole person with
physical, emotional and social features as well as cognitive characterstics. “It is pertinent to
educate the whole person, i.e. the intellectual and the emotional dimensions” (Moskowitz, 1978).
It “emphasizes the importance of the inner world of the learner and places the individual’s
thoughts, emotions and feelings at the forefront of all human development” (Lei, 2007).
Till 1970, the behaviouristic and the mentalistic approaches dominated the second and foreign
language teaching and learning. Then towards the end of 1970 came forward humanistic
language teaching offering some fresh suggestions. At this juncture, the traditional roles of
teachers and learners were redefined. That is to say, learners-centered classrooms replaced the
previously authoritarian teaching practices.
It was the work of Carl Rogers and Abraham Maslow that accelerated the development of
humanistic psychology in the early seventies which was called counseling learning. According to
Rogers, the learners are not to be considered as a ‘class’ but as a ‘group’. Curran (1972) suggests
that the learners ought to be considered as ‘clients’ and the teachers as ‘counselors’ who address
the needs of the learners. He also believed that by this method, the anxiety or the fear of making
a ‘fool’ of oneself will be lowered. Another goal of this kind of approach is to perceive a teacher
as an empathetic helping agent in the learning process and not as a threat. In this approach, it is
also believed that students are able to self-evaluate themselves and realize their self-worth and
responsibilities in the learning process that help them learn out of interest and not out of
compulsion. In this approach, to state concisely, learning process becomes interesting to the
students, teaching method becomes viable to the teachers and the entire system of learning and
teaching becomes plausible to the administrators.
The Humanistic Approach
Humanistic psychology which is closely associated with the work of Rogers and Maslow offered
a more holistic approach to psychology and focused on the whole person. To state explicitly, it is
linked with counseling and the notion of self-help. It introduces humanistic principles to
education system in general and language teaching in particular. Below are the fundamental
tenets of humanistic education:
1. Personal growth, including realizing one’s full potential, is one of the primary goals of
education.
2. The development of human values should be ensured.
3. The learner should be engaged affectively (i.e. emotionally) as well as intellectually.
4. Behaviors that cause anxiety and stress should be avoided.
5. Learners should be actively involved in the learning process.
6. Learners can and should take responsibilities for their own learning.

Stevick (1990) mentions five emphases of humanism which serve as a guideline to the humanist
teachers.
 a) Feelings: Personal emotions and aesthetic appreciations should be encouraged.
Learners’ feelings are respected in a humanistic classroom.
b) Social relation: This encourages friendship and cooperation. The learner develops
interpersonal skills that accelerate language learning.
c) Responsibility: This aspect accepts the need for public scrutiny, criticism and
correction, and disapproves of whoever or whatever denies their importance.
d) Intellect: It includes knowledge, reason and understanding. This fights against
whatever interferes with the free exercise of the mind and is suspicious of anything
that cannot be tested intellectually.
e) Self-actualization: It is concerned with the quest for full realization of one’s own
deepest true qualities. This aspect believes that the pursuit of uniqueness brings about
liberation since conformity leads to enslavement.
The humanistic approach to teaching has some characteristics which distinguish it from the other
approaches to language teaching.
1. Learners should be involved in the learning process effectively and intellectually.
2. Students are able to self-evaluate themselves and realize their responsibilities in the
learning process.
3. Learners are given independence to talk about their personal and linguistic problems.
4. The teacher is a facilitator who creates an emotionally secure environment that
reduces their anxiety and fear of learning.
5. The learner’s self-concept is valued and self-esteem is raised.
6. The learners are believed to be self-motivated to learn and gradually their self-
confidence gears up.
7. The learners can solve problems in real life situations i.e. outside their classroom.
8. The primary goal of humanistic learning/ teaching is self-actualization.
Implications in the Language Classroom
For ages, scholars, educators, researchers all over the world have searched for the most
appropriate approach to teaching/ learning the second or foreign language. In this journey of
quest, it is seen that the humanistic approach with specific implications both for language
teachers and learners has influenced the second and foreign language pedagogy over the past two
decades. Some implications of it are discussed below.
In the views of many scholars, one of the main goals of education is to encourage the power of
critical thinking in students. That is, the learner has to be able to question and evaluate what is
read or heard. To clarify further, the learner becomes actively engaged in deeper processing i.e.
analyzing, inferring, synthesizing, evaluating etc. the humanistic approach can create ideal
language learning conditions by giving priority to the learner’s psychological state and thus
foster critical thinking in language learners. As facilitators, humanistic teachers prepare ideal
platforms for learners where learners build their meanings in co-operations with others. Here
classroom activities and language learning materials employ meaningful contexts of authentic
and genuine communication.
In the humanistic perspective, the language classroom is always student-centered. Here,
participation, negotiation, self-assessment, self-actualizing, meeting individual learning needs
etc. are seen as basic tenets of learning. In the light of humanistic philosophy, McKenna (1995)
argues that the object of education is facilitate the development of the student to achieve self-
actualization.
The humanistic approach exerts positive impact on learners’ learning competence by fostering
interactions between and among the learners in the classroom. Ghaith and Diab (2008) reveal
that language acquisition is determined by interaction among a number of student-related factors.
Humanistic method of language teaching can increase students’ intrinsic motivation, a very
powerful driving force to the learning environment. Rather than boring the language learners, it “
sparks their enthusiasm and leads them towards a true love of learning and independent
thinking”(Arnold, 1998).
Humanistic trend of teaching values the emotional side of the learner in the ESL/EFL classroom.
It stresses a holistic personality development of the learner, active learning through learner
involvement and ethical reflection and the respect of cultural diversity. Moreover, it treats the
learner as a complete person and supports the learning environment which minimizes anxiety
and maximizes security.
Teachers in a humanistic classroom create a learning atmosphere where a sense of belonging
pervades in all learner- oriented activities and where teachers are actual facilitators, not
controllers. As cited in Wang (2005), within humanistic classroom multiple perspectives are
valued and their errors are admitted. Some of the co-operative activities, such as pair work,
group work are bright examples for this point.
The last but not the least important implication concerns the role of group dynamics and peer
work in the classroom. The humanistic approach “ facilitates and supports most of learners’
affective factors: reducing anxiety, increasing motivation, fostering the development of positive
attitude towards language learning, promoting self-esteem as well as different learning styles”
(Arnold, 1999).
So it is clear that the humanistic approach takes into account affective as well as cognitive
aspects of learning when an EFL/ESL teacher attempts to extend the learner’s language
competence.
The Teacher
Undoubtedly, it makes new demands on the teacher, since the teacher will have to give up some
of the conventional practices. On the one hand, the teacher must become a facilitator by giving
up the dominating role to the learners. On the other hand, and this seems essential, it is the
teacher who creates the special atmosphere of the learners’ independence and the new
psychological climate in class.
If we want Humanistic Approach to work, the teacher must be sensitive and skillful in helping
the learners face these issues. It does not seem that any special training is required. What is
important for the teacher is tact, empathy, a genuine interest in the learners’ performance and of
course, friendliness. The teacher cooperates with the students on equal terms, rather than
dominates. This cooperation is special. It calls for finding an appropriate balance in the
teacher- learner relationship. This balance is a very sensitive substance: it is individual and
different in each particular case. This teacher-learner cooperation should be very skillfully
orchestrated by the teacher, who can now be referred to as facilitator.
Humanism would concentrate upon the development of the child's self-concept. If the child feels good
about him or herself then that is a positive start. Feeling good about oneself would involve an
understanding of ones' strengths and weaknesses, and a belief in one's ability to improve. Learning is
not an end in itself; It is the means to progress towards the pinnacle of self-development, which Maslow
terms 'Self-actualisation'. A child learns because he or she is inwardly driven, and derives his or her
reward from the sense of achievement that having learned something affords. This would differ from
the behaviourist view that would expect extrinsic rewards to be more effective. Extrinsic rewards are
rewards from the outside world, e.g. praise, money, gold stars, etc. Intrinsic rewards are rewards from
within oneself, rather like a satisfaction of a need. This accords with the humanistic approach, where
education is really about creating a need within the child, or instilling within the child self-motivation.
Behaviourism is about rewards from others. Humanism is about rewarding yourself!

Student-centered learning takes place when the teacher becomes a facilitator, taking the focus
from herself as the bearer of knowledge. The student takes on an important role in this type of
classroom. Lessons originate and develop from the interests of the student. The child is able to
showcase his creativity in this type of open classroom, which increases self-esteem and a
willingness to learn.
The humanistic classroom provides a holistic approach to learning by keeping the focus on the
child. The student is respected as an individual and is responsible for making decisions about his
learning. Humanistic lessons are not rigidly prescribed, but flow according to the needs and
inquiries of the student. This open approach helps provide emotional support for the student in a
humanistic classroom.
Classroom
Emotional Support
A humanistic classroom is inclusive of everyone. This type of class seeks to support both
individuality and diversity by finding the similarities among children. Lessons are developed not
for the group, but for the individual. Diversified lessons give each child a chance to succeed and
receive positive reinforcement. Each child knows how it feels to succeed, and stratification of
students is eliminated. Each child learns at an individual pace without labels and stereotypes that
can stigmatize.
The humanistic classroom provides a holistic approach to learning by keeping the focus on the
child. The student is respected as an individual and is responsible for making decisions about his
learning. Humanistic lessons are not rigidly prescribed, but flow according to the needs and
inquiries of the student. This open approach helps provide emotional support for the student in a
humanistic classroom.
Open Seminars
Open seminars provide a chance for the student's voice to be heard. Situating desks in a circle,
with the teacher joining the circle, gives everyone an equal voice. There should be rules for the
open seminar, such as respect of opinions and giving each person a chance to speak without
interruption. The seminar may focus on a question from a student, a piece of literature, a current
event or anything the class is studying.
The humanistic classroom provides a holistic approach to learning by keeping the focus on the
child. The student is respected as an individual and is responsible for making decisions about his
learning. Humanistic lessons are not rigidly prescribed, but flow according to the needs and
inquiries of the student. This open approach helps provide emotional support for the student in a
humanistic classroom.
Cooperative Learning
Cooperative learning lets children work together to find solutions to problems. Each child may
have a specific role within the group to make use of his talents. The teacher supervises each
group of about three or four students to answer questions and provide support. This type of
learning allows the student to learn how to foster peer relationships, an important skill to carry
throughout life.
The humanistic classroom provides a holistic approach to learning by keeping the focus on the
child. The student is respected as an individual and is responsible for making decisions about his
learning. Humanistic lessons are not rigidly prescribed, but flow according to the needs and
inquiries of the student. This open approach helps provide emotional support for the student in a
humanistic classroom.
Discovery Education
Laura Beth Drilling/Demand Media
In discovery education, the teacher introduces a concept and gives the student freedom to
discover her own path to learning more about the concept. This strategy supports the concept of
multiple intelligences and intellectual diversity. Abstract learners may seek books and computers
to research the concept. The interpersonal personality may seek out others to question for
information on the topic.

Advantages
1. Taking the Student’s Inner Thought into
Consideration
The humanism teaching theory considers the research on
cognition, emotion, interests, motivation and potential of
the students during the process of learning. It encourages
the teachers to think for the students and promote them to
feel the interests and enthusiasm in learning. Humanism
believes that the student’s self-actualization and the
creative ability are their vital factor for their behavior. The
material, social and cultural environment will promote
of stop the realization of the potential. In conclusion,
humanism considers the understanding of students’ inner
thought and admits their difference in interests, needs,
experience and individual personality. Humanism also
considers exploring the student’s potential to stimulate the
mutual effect between cognition and emotion; it has active
significance on the improvement of education career.
2. Taking the Relationship Between Teachers and
Students and Teaching Style into Consideration

Humanism psychologists consider not only the student’s

individual differences and self-concepts, but also the
relationship between teachers and students and the
classroom atmosphere, especially considering the question
like promoting the teachers to think the interpersonal
emotion and relation, self-concept and self-respect,
continuance of learning and so on. It promotes the teachers
to understand himself rather than the content of textbook.
It promotes the research on teachers’ psychology and has
a significant meaning on perfecting the teaching style and
attitude.

Disadvantages:
1. Emphasizing the Center Position of Students
Excessively, Influencing the Sufficiency of Education
and Teaching:
Humanism teaching theory encourages the student-
centered teaching approach, this is a shock to the
traditional education. However, considering the learner’s
free activity as the center of teaching, it will ignore the
systemic logic of textbook and the teacher’s leading role,
and it will influence the quality of education and teaching.
2. Extending the Students’ Interests and Hobby
Excessively, Underestimating the Power of Society and
Education
Humanism teaching theory extends the students’
interests and hobby excessively and ignores the effect
of good society and school education. We encourage
the education measure should correspond with the
student’s psychological level, and should be helpful for
the exploration of their instinct level and particularity.
It means that under the good social education and self-
education, we can improve the instinct intellectual level
and perfect their particularity, at last foster the “whole
person”.
3. Underestimating the Effect of Teacher
Humanism psychologists put forward the emotional
relationship between teacher and students offers a new
model for the communication between both parties. But
humanism psychologists regard the teacher as a facilitator
or even a servant, thus underestimating the teachers’
effect. That humanism psychology emphasizes the
emotional communication between teachers and students
is reasonable, but letting the teacher humor the concept of

4. Emphasizing the Student’s Potential Unilaterally,

Ignoring the Effect of Environment and Education

The humanism psychologists claim that the education

and teaching should amplify the student’s creation is
right, but they believe these psychological characters
are all connatural potential, and ignoring the vital effect
of society and culture is a kind of unilateral concept
which consider inheritance only. The actual school will
change their teaching aim, policy and model all the time
according to the social environment, and it is inevitable

Important Points:

 Humanism •  Humanism, a paradigm that emerged in the 1960s, focuses on the human
freedom, dignity, and potential. •  A central assumption of humanism, according to Huitt (2001),
is that people act with intentionality and values. This is in contrast to the behaviorist notion of
operant conditioning (which argues that all behavior is the result of the application of
consequences) and the cognitive psychologist belief that the discovering knowledge or
constructing meaning is central to learning •  Humanists also believe that it is necessary to study
the person as a whole, especially as an individual grows and develops over the lifespan. It
follows that the study of the self, motivation, and goals are areas of particular interest.
 3. •  The humanistic theory of learning involves the concept of learning through watching the
behavior of others and what results from that behavior. However, learning does not have to
involve a behavior change. Learning comes about as a result of observation (Barrett, 2006).
 4. •  The teacher's role, according to the humanistic theory, is to be a role model. The teacher
is to model appropriate behavior and make an effort not to replicate inappropriate behavior. A
teacher is also expected to provide a reason and motivation for each task, teach general learning
skills, foster group work, and if possible, give a choice of tasks to the students (Huitt, 2001).
 5. •  The role of the student is to explore and observe. Students can use self-evaluation
techniques to monitor and observe their own behaviors and make necessary changes. Students
also need to take responsibility for their own learning and keep their goals realistic.
 6. •  If a teacher were to use a humanistic approach to teach a unit in multiplication she would
have the students work in collaborative groups. There, students can closely observe the behavior
of peers and evaluate their own progress. A teacher could also let the students brainstorm
and discuss how they think they would best learn multiplication as a class (Huitt, 2001).
 7. Humanistic Orientations to Learning Humanistic "theories" of learning tend to be highly
value-driven and hence more like prescriptions (about what ought to happen) rather than
descriptions (of what does happen).
 8. •  They emphasise the "natural desire" of everyone to learn. Whether this natural desire is
to learn whatever it is you are teaching, however, is not clear. •  It follows from this, they
maintain, that learners need to be empowered and to have control over the learning process. •  So
the teacher relinquishes a great deal of authority and becomes a facilitator.
 9. •  In short, the basic concern in this orientation is for the human potential for growth.

Key Proponents of Humanism :

•  Abraham Maslow •  Carl Rogers •  Malcolm Knowles (adult education and andragogy) Other
Proponents: •  David Kolb •  Jack Mezirow •  Paolo Freire

 11. Abraham Maslow (1908 – 1970)   Considered the Father of HumanisticØ Psychology;  
Maslow's theory is based on the notionØ that experience is the primary phenomenon in the
study of human learning and behavior.   He placed emphasis on choice,Ø creativity, values,
self-realization, all distinctively human qualities, and believed that meaningfulness and
subjectivity were more important than objectivity.   He believed that development ofØ human
potential, dignity and worth are ultimate concerns.

 12. •  Maslow rejected behaviorist views and Freud's theories on the basis of their
reductionistic approaches. He felt Freud's view of human nature was negative, and he valued
goodness, nobility and reason. Also, Freud concentrated on the mentally ill, and Maslow was
interested in healthy human psychology •  He is famous for proposing that human motivation is
based on a hierarchy of needs. The four levels (lower-order needs) are considered physiological
needs, while the top level is considered growth needs. The lower level needs need to be satisfied
before higher-order needs can influence behavior.
 13. Self-actualization – morality, creativity, problem solving, etc. Esteem – includes
confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship,
intimacy, family, etc. Safety – includes security of environment, employment, resources, health,
property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards
homeostasis, etc.
 14.   From Maslow's perspective, the driveØ to learn is intrinsic. The purpose of learning is
to bring about self- actualization, and the goals of educators should include this process.
Learning contributes to psychological health.   Maslow proposed other goals ofØ learning,
including discovery of one's vocation or destiny; knowledge of values; realization of life as
precious, acquisition of peak experiences, sense of accomplishment, satisfaction of psychological
needs, awareness of beauty and wonder in life, impulse control, developing choice, and
grappling with the critical existential problems of life.
 15.   Maslow's theory of learningØ highlighted the differences between experiential
knowledge and spectator knowledge. He regarded spectator, or scientific, knowledge to be
inferior to experiential.   Properties of experiential learningØ include: •  immersion in the
experience without awareness of the flow of time •  momentarily not being self-conscious • 
transcending time, place, history, and society by being beyond and unaffected by them • 
merging with that which is being experienced •  being innocently receptive, as a child, uncritical
 16. •  suspending temporarily evaluation of the experience in terms of its importance or
unimportance •  lack of inhibition, subsiding of selfishness, fear, defensiveness •  experience
unfolds naturally without striving or effort •  suspending criticism, validation, and evaluation of
the experience •  trusting experience by passively letting it happen; letting go of preconceived
notions •  disengaging from logical, analytical, and rational activities
 17. Carl Rogers (1902 – 1987) Experiential Learning   Principally known as the founder
ofØ person-centred psychotherapy and almost the inventor of counselling, also a leading figure
in the development of humanistic approaches to education.   He was discouraged by the
emphasisØ on cognitivism in education. He believed this was responsible for the loss of
excitement and enthusiasm for learning.   Rogers' point of view emphasized theØ inclusion of
feelings and emotions in education.
 18.   He believed that education andØ therapy shared similar goals of personal change and
self-knowing. He was interested in learning that leads to personal growth and development, as
was Maslow.   He believed that the highest levels ofØ significant learning included personal
involvement at both the affective and cognitive levels, were self-initiated, were so pervasive they
could change attitudes, behavior, and in some cases, even the personality of the learner.
Learnings needed to be evaluated by the learner and take on meaning as part of the total
experience.
 19.   He saw the following elements asØ being involved in significant or experiential
learning. •  It has a quality of personal involvement—the whole person in both feeling and
cognitive aspects being in the learning event. •  It is self-initiated. Even when the impetus or
stimulus comes from the outside, the sense of discovers of reaching out, of grasping and
comprehending, comes from within. •  It is pervasive. It makes a difference in the behaviour, the
attitudes, perhaps even the personality of the learner.
 20. •  It is evaluated by the learner. She knows whether it is meeting her need, whether it
leads toward what she wants to know, whether it illuminates the dark area of ignorance she is
experiencing. The locus of evaluation, we might say, resides definitely in the learner. •  Its
essence is meaning. When such learning takes place, the element of meaning to the learner is
built into the whole experience.
 21.   Rogers outlined attitudes whichØ characterized a true facilitator of learning:
1. Realness - the instructor should not present a "front" or "facade" but should strive to be aware
of his/her own feelings and to communicate them in the classroom context. The instructor should
present genuineness, and engage in direct personal encounters with the learner. 2. Prizing the
Learner - This characteristic includes acceptance and trust of each individual student. The
instructor must be able to accept the fear, hesitation, apathy, and goals of the learner.
 22. 3.  Empathic Understanding - The instructor can understand the student's reactions from
the inside. Carl Rogers warned that a non- judgmental teacher is sure to arouse suspicion in older
students and adults, because they have been "conned" so many times. The wise teacher is aware
of this and can accept their initial distrust and apprehension as new relationships between teacher
and students are built.
 23. Summary •  Humanism is a paradigm/ philosophy/pedagogical approach that believes
learning is viewed as a personal act to fulfil one’s potential. •  In Humanistic Perspective,
emotions and affect play a role in learning •  Key terms in this theory are self- actualization,
teacher as facilitator, and affect