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

Developing Autonomous Language Learners: The Roles of Learning Strategies and Differentiated Instruction. Anna Uhl Chamot, Ph.D. The George Washington University Washington, DC. Purposes. Describe characteristics of learner autonomy; Define language learning strategies;

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

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  1. Developing Autonomous Language Learners: The Roles of Learning Strategies and Differentiated Instruction Anna Uhl Chamot, Ph.D. The George Washington University Washington, DC

  2. Purposes • Describe characteristics of learner autonomy; • Define language learning strategies; • Suggest ways to differentiate instruction for diverse learners.

  3. Language Learner Autonomy

  4. Learner Attributions

  5. A Definition of Learning Strategies: EFFORTS made by students to learn

  6. Learning Strategies 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.

  7. Learning Strategies are NOT: • Not fixed and permanent. • Not teaching strategies. • Not learning styles. • Not used only by “good language learners.” • Not always good strategies!

  8. What Does the Research Say? • Frequent use of a range of learning strategies is correlated to higher self-efficacy. • Successful strategy use is correlated to motivation. • Metacognition and self-regulation develop as students learn to be strategic.

  9. Language Learner Autonomy

  10. Diversity in Language Learners • Dynamic Systems Theory (De Bot, Lowie, & Verspoor, 2007): • There is no predictable order in SLA. • Cognitive, social, and affective factors affect SLA in unpredictable ways. • Second language learners progress at different rates because of these factors. • Teachers need to address these differences.

  11. DIVERSITY IN LANGUAGE PROFICIENCY AND LEARNING STRATEGY 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.

  12. Language and Strategy Continua Low Strategy Knowledge/ Use 1 (LLP + LSKU) 3(HLP + LSKU) Low Language Proficiency (LLP) High Language Proficiency (HLP) 4 (HLP + HLSKU) 2 (LLP + HLSKU) High Strategy Knowledge/ Use

  13. Conclusion • Teaching learning strategies can help learners develop autonomy. • Both language and learning strategy instruction should be differentiated according to students’ needs and interests. • How to do it – in this afternoon’s workshop!

  14. Web Sites • www.nclrc.org • www.calla.ws • www.carla.umn.edu

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