DISTANCE SUPPORT FOR LANGUAGE LEARNERS ON

LOCATION – A NEW APPROACHCathy Bow

Advising for Language Learner AutonomyKanda University of International Studies, Japan

IATEFL Learner Autonomy Special Interest Group (LASIG) November 12th 2011Virtual presentation V4

BACKGROUND Research on autonomy in language learning

usually focuses on structured programs Language classrooms Distance programs Self-access centres

Many language learners live in intensive cultural immersion situations Learners living on location where target language

spoken but not engaged in formal programs are among most autonomous language learners of all

Yet outside the domain of much SLA research

LANGUAGE LEARNERS ‘IN THE WILD’ Autonomous learners outside formal

programs are required to develop and maintain their own language program Often with minimal support Struggle to move beyond intermediate

levels Lack of assessment opportunities

Harder to research these learners Different needs Less homogeneity

LANGUAGE LEARNERS ‘IN THE WILD’ Variety of different living, working

and learning contexts Distinct demands on time Various opportunities and needs for

learning and using the language Professional Functional Social life

CONTEXT OF STUDY Christian missionaries working in a range of

cross-cultural contexts Estimate 5000 Australians in active

missionary service Activities include medical work, community

development, education, social justice, business, training, translation, teaching, IT, etc

Also more traditional areas such as evangelism, church planting, theological training

RESEARCH FOCUS Australian Christian missionary

agency An evangelical, voluntary, lay, church

society affiliated with one of the larger mainstream Protestant denominations

Nearly 200 missionaries serving in over 35 countries

Mostly tertiary-educated, many with young families, going for 6-10 years 6

MAP OF PARTICIPANT LOCATIONS

7

LANGUAGE SUPPORT PROGRAM Mission agency established program

of distance support to in-field staff learning lgs First 3 year term of service

Includes pre-field preparation for language learning

Practical language learning experience

Encourage self-directed lg learning

Basic phonetics & linguistic principles

Build confidence & positive attitude

8

ONGOING SUPPORT PROGRAM Face to face contact just before

departure Contact at specific points throughout

term Year 1: from departure date

6 weeks, 3, 6, 9, 12 months Years 2 & 3: every 8 months

20, 28, 36 months – end 3 year term

Follow-up on return to Australia Optional additional support as

required

9

ONLINE SUPPORT Moodle learning management

system (LMS) or virtual learning environment (VLE)

Free web application for educators to create effective online learning sites

Used here for Uploading resources Self-assessment & other

questionnaires Annual discussion forum

10

MOODLE SITE

11

CURRENT STATUS OF PROGRAM 72 people currently being tracked

5 cohorts currently on field (46 people) First cohort just returned (6) – following

up 2 cohorts yet to depart (20)

Regular email contact with around 50%

Minimal interaction on Moodle Skype calls more popular with

individuals Some constrained by internet

limitations Facebook posts provide some insight

12

ADVISING FROM A DISTANCE Services offered by distance advisor

Discuss language issues Offer encouragement and advice Identify areas of concern Troubleshoot solutions Invite learners to reflect on

experience and process of language learning

Provide feedback on issues raised Suggest useful resources

13

BENEFITS Involves intentional relationship with

learners Opportunities to reflect on and discuss LL

issues Regular contact with learners on field

Encourage progress Identify areas of concern Give advice as appropriate Provide additional resources Promote elf-evaluation and accountability

Importance of cohort – peer support

CHALLENGES Learners engage at different levels

Lack of response to invitations to engage Time, family, work constraints Goals/expectations of learners differ

according to context Advisor is neither teacher nor speaker

of target language/s Lack of face-to-face connection post-

departure Current lack of structured mechanism

for feedback or program evaluation15

EXPANSION POTENTIAL Expand data collection to include

Language learning plan (pre-departure) Emails & skype interaction Forum posts Facebook posts, newsletters to supporters Portfolios Learner narratives

Ethical issues in data collection

POTENTIAL SIGNIFICANCE Opportunity to provide rich source of

data from under-researched language learners

Can shed light on needs, practices and achievements of language learners in unstructured learning situations

Potential to extend the range of ‘advising’ to incorporate those outside the usual domains of SLA research

FOLLOW-UP For opportunity to discuss this

program further, please contact

Cathy Bowcbow@unimelb.edu.au