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ERIC Number: ED444391
Record Type: RIE
Publication Date: 2000-Aug
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Plot Thickens: Beginning Level English Language Learners as Strategists. Practitioner Research Briefs, 1999-2000 Report Series.
Cunningham Florez, MaryAnn
This document is a narrative of one experienced English-as-a-Second-Language (ESL) teacher's struggle to improve the English language learning skills of her beginning level students. She found this difficult to do in a situation where the learners spent only 4 hours a week in class, and only 2 of those in her class. Rather than focus on how to do more to help the students learn English, the teacher decided to change strategies and see what she could do to help them take more of the responsibility for learning and thus increase their capacity to learn. The teacher turned to works such as Rebecca Oxford's research on language learning strategies and O'Malley and Chamot's Cognitive Academic Language Learning Approach (CALLA). The article goes on to describe the teacher's efforts to ascertain what language learning strategies were typically used by her beginning level adult English language learners. She found that her students were resourceful strategists in the classroom and appreciated the opportunity to discuss openly various learning strategies. She found a variety of strategies in use, namely: socially-oriented strategies; resourcing strategies; strategies based on prior knowledge and experience; and repetition and coping strategies. It is concluded that knowing about and understanding the learning strategies of the learners allows the teacher to make more informed decisions about what instructional strategies are likely to be the most effective. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
For full text: http://www.vcu.edu/aelweb/vaern.html.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Virginia Association of Adult and Continuing Education, Charlottesville.
Authoring Institution: Arlington Public Schools, VA. Virginia Adult Education Research Network.