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Learner autonomy

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“Experimenting with English”: scaffolding autonomy. How can we create “a supportive and encouraging learning environment which can help to lower anxiety filters and challenge students to consider new or alternative methods of learning.”

“Experimenting with English”: scaffolding autonomy

(McCarthy, 2013 kindle loc 4662)? That is the question that I consider in this post, a question that I have been exploring since doing a module on Multimedia and Independent learning, as well as one on Materials Development at Leeds Met as part of my M.A. in ELT. Learner autonomy. Learner Autonomy has been a buzz word in foreign language education in the past decades, especially in relation to lifelong learning skills.

Learner autonomy

It has transformed old practices in the language classroom and has given origin to self access language learning centers around the world such as the SALC at Kanda University of International Studies in Japan, the ASLLC at The Hong Kong Institute of Education, the SAC at Hong Kong University of Science and Technology and ELSAC at the University of Auckland [1]. As the result of such practices, language teaching is now seen as language learning and it has placed the learner as the centre of our attention in language learning education.[1] The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. Many definitions have since been given to the term, depending on the writer, the context, and the level of debate educators have come to. Larry Ferlazzo: Metacognition, Learning Strategies And Student Autonomy. Metacognition has the common definition of "thinking about thinking" (see The Best Posts On Metacognition).

Larry Ferlazzo: Metacognition, Learning Strategies And Student Autonomy

In other words, it is the self-awareness to know what our strengths and weaknesses are, and how and when to apply the former and compensate for the latter. Extramural English Matters. 15 Ways to Make English a Permanent Part of Yourself. Are you reaching your potential as an English speaker?

15 Ways to Make English a Permanent Part of Yourself

Do you know what’s missing in your process? What if most (or even all) you were ever taught about what it takes to be a fluent English speaker is wrong, or, at best, severely incomplete? Today we’re going to explore some of the foundational components of RealLife English, the habits and beliefs that separate the most fluent English speakers from the rest, and how you can make English a permanent part of yourself. FREE E-BOOK: 101 Words You Won’t Learn in School 1. Most people hold the misguided belief that they need to be studying English to be learning. Whether or not you have a formal study program is another question, but in either case, applying it in authentic, meaningful contexts (inside or outside of the classroom) is the only way to make what you’ve learned permanent. 13 Tips For Lifelong Fluency | 9 Characteristics of Successful Language Learners 2. If you like video games, play them in English. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Computers and learner autonomy: trends and issues. February 2014: Lizzie Pinard - Learner autonomy. Recorded in February, this webinar looks at the topic of learner autonomy and suggests practical methods that we can use to encourage our learners to move towards being genuinely autonomous outside the classroom.

February 2014: Lizzie Pinard - Learner autonomy

Watch a recording of the webinar Theme: Autonomy is undoubtedly an ELT buzz-phrase – many of like to say that we are aiming to foster it in our learners but how do we make the step from telling learners it’s a good idea to actually helping them become autonomous? This webinar considers a range of ways to bridge the chasm between the classroom and the valuable learning opportunities beyond it. About the speaker: Lizzie Pinard has three years of post-qualification teaching experience, but has worked in classrooms since she was a teenager.

She has worked as a language assistant in France, taught various ages and levels in Romania, Indonesia and the UK. Learner autonomy: English language teachers’ beliefs and practices. 25 BEST WEBSITES FOR LEARNING ENGLISH. I want the new e-book!

25 BEST WEBSITES FOR LEARNING ENGLISH

How do you learn English in your free time? Do you meet internationals in cafés, do you self-study using books, do you get on the internet? When it comes to learning many people have realized they are not going to acquire the language just by sitting in classrooms. Six Wonderful Sites to Help you Write, Speak and Sound Better.

I’m not a native speaker.

Six Wonderful Sites to Help you Write, Speak and Sound Better

Even though I read, write, work and I would almost dare say live and dream in English, I haven’t learned the language from birth and sometimes have moments of self-doubt. These websites I am going to share in this post have been an invaluable help. Blog de Cristina is also on Facebook. FOLLOW IT! All Student Hand-Outs From My New Student Motivation Book Now Online For Free. Engelska på elevernas villkor. Premier Skills English. Here Are This Week’s Excerpts & Tweets From My New Book – All In One Place! Session 90 – How can we ensure pupils become independent, adaptive & innovative learners? Session Summary:The session began with a discussion about what barriers exist that hamper pupils becoming independent, adaptive & innovative learners.

Session 90 – How can we ensure pupils become independent, adaptive & innovative learners?

The responses and suggestions were a range between problems because of an unimaginative and ‘safe’ teaching style adopted by some educators to the system of education is ultimately flawed and needs a complete overhaul. It was interesting to see the difference in focus on radically different scales, from the classroom and individual teachers and techniques up to the educational systems of the United Kingdom. Suggestions included the chilly hand of Ofsted and teachers being complacent and not seeking their own learning opportunities and a lack of willingness to improve. A common theme was the pressure to teach to a test.

Seemingly universally deplored by those taking part in the discussion, yet most people felt that this is expected to varying degrees by ‘powers’ above. The conversation moved on to the role of the educator in the process. Teachingenglish.org. Classroom Management: Is It Okay to Let It Go? Most new teachers plan to create calm and productive classrooms.

Classroom Management: Is It Okay to Let It Go?

But as we all know, things don’t always go as planned. When I observe new teachers, I often see them using a great selection of classroom management tools: counting down, waiting for all students’ attention, giving consequences, reminding the class of the class agreements… and on and on. But sometimes when teachers are so focused on classroom management, entire lesson periods are spent trying to get students on task. 5 Daily Tips and Tricks of Successful Language Learners. This week’s post is written by Kate Wilson.

5 Daily Tips and Tricks of Successful Language Learners

Kate approached me a few weeks back offering to write a guest post. Kate is a language enthusiast as well as a teacher. She wanted to write about her own experiences as a language learner and I thought that her take on successful language learning would be well worth sharing with our learners. So without further ado, I present you Kate’s post. Lizzie Pinard - First class advice. First classes. Continuing with the new academic year theme, we want to know what activities you've used or are planning to use in your first few classes. Getting to know your students and their abilities, needs and personalities is an important part of a new course. How are you going to make sure these first few classes are effective?

The first class of any course can be slightly nerve-wracking – for teacher and students alike! As teachers, perhaps the best thing we can do before we go into that first class is forget about our worries and think about how our students might be feeling. 20 Ways To Be A Better English Language Teacher (Part 1) English language teaching can be a challenging and difficult process, especially if you are seeking for new ideas and thoughts on improving your day-to-day teaching. Much of the challenge is learning to develop yourself, especially once you have found your place in this career and feel settled. You must continuously strive to improve your own teaching day in and day out. Learner Autonomy. My interest in learner autonomy, and the links between it and motivation, emerged as a result of two of my M.A. ELT modules: 1) Multimedia and Independent Learning and 2) Materials Development, both of which I did between February and June 2013 at Leeds Met.

Since completing these modules, and my degree, I have been working at IH Palermo, where I have been experimenting with different methods of helping learners become more autonomous language users, and embarking on a quest to read every bit of related literature that I can find! In the process, no small number of blog posts have emerged, which will be added to substantially in the coming months.

I have decided to gather all of my posts related to learner autonomy into one place, here, to make it easier to find them: Learner Autonomy a la Lizzie! Teacher talk - Motivating students. Experimenting with English (Part 2) – Activities for learners to do outside the classroom [26 and counting!] In my blog post Experimenting with English: scaffolding learner autonomy, I discussed how I approached helping my learners to use English outside the classroom, drawing on learner autonomy theory and methodology (e.g.

Benson, 2011; Oxford, 2003; Smith 2003). Central to that project, alongside the very important element of discussion, was a handout I created for my learners. Here is a screenshot of a sample page, taken from the listening section: Sample page from my Experimenting with English activities handout, listening section. “Experimenting with English”: scaffolding autonomy. Seminars_motivating. Mobile. Are you an ESL/EFL teacher in a situation where no one is evaluating your teaching techniques? Or are your scared what your boss might say when evaluation time arrives? You cannot depend on student performance or student evaluations as measurement tools as many factors other than your teaching go into class outcomes and foreign students might not understand evaluating.

Though you probably are fantastic, know for sure by following this auto-evaluation technique! Helping Students Motivate Themselves: Practical Answers To Classroom Challenges. Check-out the sequel to this book, titled Self-Driven Learning: Teaching Strategies for Student Motivation. All Figures, Including Student Hand-outs, From My Two Student Motivation Books Are Now Freely Available For Download Look for the sequel, “Self-Driven Learning: Teaching Strategies for Student Motivation,” in March, 2013!

You can now order the book. AILA 2014 learner autonomy related presentations.