Supporting learners through dialogue within and beyond the classroom

Scheduling Details
Presentation Date
Sat, September 08, 10:00 am
Final Time
11:00 am
Presentation Room
1061
Presentation Format
Plenary
Presenter Details
Presenter(s)
Jo Mynard (Kanda University of International Studies)
Abstract
Abstract
Learning beyond the classroom can be said to be the most powerful kind of learning and this may or may not involve teachers (Benson & Reinders, 2011; Reinders & Benson, 2017). Whereas traditionally, a self-access center was a semi-controlled environment where educators could provide the resources and support that learners needed, nowadays learners have access to any number of environments and resources. However they choose to engage with target language resources and environments, language learners inevitably need support (Curry & Mynard, 2014). The kind of support depends on the learner, but will always involve dialogue whereby the learners have opportunities “to find and strengthen their learner voices and explore their learner identities” (Karlsson, 2012, p. 188). The actual support may include support in organising their learning, in choosing how to learn and which resources work for them, in reflecting on and evaluating their processes and progress, in finding opportunities to collaborate with others, and in regulating their own motivational and affective states. In this presentation, I will draw upon research and examples of practice in order to suggest ways in which learners might best be supported through dialogue. Although many of these ideas may not be new, it is important to document and disseminate ways in which practitioners and researchers around the world are exploring learner autonomy beyond the classroom. My presentation will include examples of support through dialogue in the following contexts:
1. Language classes.
2. Self-access centers.
3. Self-directed learning courses.
4. Social learning communities
Presentation No
123