Teaching Adults Theory in Service of Higher Education

No one can deny the importance of the English language in this era of the twenty-first century which is distinct by globalization in all its shadows. Hence it has been a core element in sectors such as science, engineering, politics, and economics. In this context, the English language has become a standard channel of instruction in higher education globally. Following the same path, Moroccan Universities are applying strategies to accelerate the implementation of the English language in their curriculums. Something that we should bear in mind is that learning English in higher education has its specificities. The most noticeable one is that university students belong to the category of adult learners. They come to the university with different linguistic, social, and professional competencies. Therefore for an effective learning experience teachers and curriculum designers should take into consideration the nature of students and adapt their teaching styles and materials to those specificities. Andragogy or The Adult Learning theory presented by Knowles in 1968 tackled how adults differ from children when it comes to learning. Knowles (1980) defined Andragogy as a set of assumptions and recommendations to approach adult learning. This presentation will explore Mc.knowls Adult Learning Approach, how Andragogy differs from pedagogy, and to what extent can Andragogy help higher students and professors have an efficient learning and teaching environment.