Developing Autonomous Developing Autonomous Language Learners: The Language Learners: The Roles of Learning Roles of Learning Strategies and Strategies and Differentiated InstructionDifferentiated Instruction

Anna Uhl Chamot, Ph.D.Anna Uhl Chamot, Ph.D.The George Washington The George Washington

UniversityUniversityWashington, DCWashington, DC

PurposesPurposes

Describe characteristics of Describe characteristics of learner autonomy;learner autonomy;

Define language learning Define language learning strategies;strategies;

Suggest ways to differentiate Suggest ways to differentiate instruction for diverse instruction for diverse learners.learners.

Language Learner AutonomyLanguage Learner Autonomy

Learner AttributionsLearner Attributions

A Definition of A Definition of Learning Strategies:Learning Strategies:

EFFORTS made EFFORTS made by students to by students to

learnlearn

Learning Strategies Learning Strategies ARE:ARE:

Thoughts and actions that learners use to help them complete a learning task.Ways to understand, remember, and recall information.Ways to practice skills so that they are mastered more easily.

Learning Strategies Learning Strategies are NOT:are NOT:

Not fixed and Not fixed and permanent.permanent.

Not teaching Not teaching strategies.strategies.

Not learning styles.Not learning styles.

Not used Not used onlyonly by “good by “good language learners.”language learners.”

Not always Not always goodgood strategies!strategies!

What Does the What Does the Research Say?Research Say?

Frequent use of a range of Frequent use of a range of learning strategies is correlated learning strategies is correlated to higher self-efficacy.to higher self-efficacy.

Successful strategy use is Successful strategy use is correlated to motivation.correlated to motivation.

Metacognition and self-regulation Metacognition and self-regulation develop as students learn to be develop as students learn to be strategic.strategic.

Language Learner AutonomyLanguage Learner Autonomy

Diversity in Language Diversity in Language LearnersLearners Dynamic Systems Theory (Dynamic Systems Theory (De Bot, De Bot,

Lowie, & Verspoor, 2007):Lowie, & Verspoor, 2007): There is no predictable order in SLA.There is no predictable order in SLA. Cognitive, social, and affective factors Cognitive, social, and affective factors

affect SLA in unpredictable ways.affect SLA in unpredictable ways. Second language learners progress at Second language learners progress at

different rates because of these different rates because of these factors.factors.

Teachers need to address these Teachers need to address these differences.differences.

DIVERSITY IN LANGUAGE DIVERSITY IN LANGUAGE PROFICIENCY AND LEARNING PROFICIENCY AND LEARNING STRATEGY KNOWLEDGE/ USESTRATEGY KNOWLEDGE/ USE

Low to high language proficiency levels.

Low to high levels of learning strategy knowledge/ use (how to learn skills).

Means at least four combinations of language proficiency + learning strategy knowledge/ use.

1 (LLP + LSKU)

Low Language Proficiency (LLP)

3(HLP + LSKU)

2 (LLP + HLSKU) 4 (HLP + HLSKU)

High Language Proficiency (HLP)

Low Strategy Knowledge/ Use

High Strategy Knowledge/ Use

LANGUAGE AND STRATEGY CONTINUALANGUAGE AND STRATEGY CONTINUA

ConclusionConclusionTeaching learning strategies Teaching learning strategies can help learners develop can help learners develop autonomy.autonomy.

Both language and learning Both language and learning strategy instruction should be strategy instruction should be differentiated according to differentiated according to students’ needs and interests.students’ needs and interests.

How to do it – in this How to do it – in this afternoon’s workshop!afternoon’s workshop!

Web SitesWeb Sites

www.nclrc.orgwww.calla.wswww.carla.umn.edu