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ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Ülle Türk, Estonia.

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Presentation on theme: "ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Ülle Türk, Estonia."— Presentation transcript:

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2 ELP-TT Training teachers to use the European Language Portfolio Short-term project ELP_TT2 Ülle Türk, Estonia

3 ELP-TT Learning to learn and learner autonomy Based on a presentation given by David Little, Trinity College Dublin (adapted by Margarete Nezbeda)

4 ELP-TT Learner autonomy: a working definition The ability to take charge of ones own learning This ability is not inborn but must be acquired either by natural means or (as most often happens) by formal learning, i.e. in a systematic, deliberate way To take charge of ones learning is to have … the responsibility for all the decisions concerning all aspects of this learning … (Holec 1981, p.3)

5 ELP-TT Implications of this definition The first step towards autonomy is acceptance of responsibility for ones own learning Acceptance of responsibility is a matter of conscious intention Learner autonomy entails the development of the skills of reflection, analysis and evaluation Learner autonomy means learning how to learn An autonomous learner is a motivated learner!

6 ELP-TT Why is learner autonomy important?

7 ELP-TT Carl Rogers Freedom to Learn (1969) The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realised that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes sense as a goal for education in the modern world.

8 ELP-TT Autonomy is a basic human need that is as relevant to learning as to any other aspect of life Autonomy is nourished by, but in turn nourishes, our intrinsic motivation, our proactive interest in the world around us Autonomous learners: motivated and reflective learners, their learning is efficient and effective (conversely, all learning is likely to succeed to the extent that the learner is autonomous) Knowledge and skills acquired in the classroom can be applied to situations that arise outside the classroom

9 ELP-TT Learner autonomy and the ELP According to the Principles and Guidelines The ELP reflects the Council of Europes concern with –the development of the language learner, which includes the development of the capacity for independent language learning The ELP –is a tool to promote learner autonomy by involving the learner in the decision making, the goal-setting, the evaluation

10 ELP-TT Autonomy in formal language learning Three pedagogical principles: Learner involvement: engaging learners to share responsibility for the learning process (the affective dimension) Learner reflection: helping learners to think critically when they plan, monitor and evaluate their learning (the meta-cognitive dimension) Appropriate target language use: Speaking can only be learnt by speaking (the communicative dimension)

11 ELP-TT Note that these three principles are not hierarchically related: each implies the other two Learner involvement (affective) Learner reflection (metacognitive) Target language use (communicative)

12 ELP-TT What does the teacher do? Use target language as the preferred medium of classroom communication and require the same of her learners. Involve learners in a non-stop quest for good learning activities, which are shared, discussed, analysed and evaluated with the whole class – in the target language, to begin with in very simple terms. Help learners to set their own learning targets and choose their own learning activities, subjecting them to discussion, analysis and evaluation – again, in the target language.

13 ELP-TT What does the teacher do? Require learners to identify individual goals but pursue them through collaborative work in small groups. Require learners to keep written record of their learning – plans of lessons and projects, lists of useful vocabulary, whatever texts/videos etc. they produce. Engage learners in regular evaluation of their progress as individual learners and as a class – in the target language.

14 ELP-TT Task for discussion How important is developing learner independence in your situation? Based on the ELP model you studied earlier: would the ELP help to develop learner autonomy?

15 ELP-TT References Deci, E. (with R. Flaste), 1995: Why we do what we do: understanding self-motivation. New York: Penguin. Holec, H., 1981: Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe).


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