On pages 139-140, Kuma gives some opportunities for what learners can do to be autonomous, two of which really caught my eye. The first one is reaching out for opportunities for additional language reception or production beyond what they get in the classroom and taking advantage of opportunities to communicate with competent speakers of the language. This can be achieved by participating in social and cultural events. When I read this I was so pleased! Stephanie and I are actually setting up a workshop for students at the English Language Institute to be a part of a broadcasting opportunity. By the end of all the workshops, the students will be able to clearly identify broadcasting roles, language discourse in broadcasting, and finally, make new friends. This opportunity goes hand in hand with what Kuma said about what learners can do to enhance their learning autonomy. I am very excited to be a part of this opportunity!
Friday, October 15, 2010
Autonomy in an ELL Classroom
Chapter 6 of the Kuma book, "Promoting Learner Autonomy" clearly identified what it is to be autonomous. The best definition that I took from the chapter was that being autonomous is grounded in a human tendency to seek control over one's life. Kuma also states, "In a rapidly changing world where instant and informed decision making is a prerequisite for successful functioning, helping learners become autonomous is one way of maximizing their chances of success." This success not only means academically, but also psychologically; Basically to be a hard working citizen in society.
On pages 139-140, Kuma gives some opportunities for what learners can do to be autonomous, two of which really caught my eye. The first one is reaching out for opportunities for additional language reception or production beyond what they get in the classroom and taking advantage of opportunities to communicate with competent speakers of the language. This can be achieved by participating in social and cultural events. When I read this I was so pleased! Stephanie and I are actually setting up a workshop for students at the English Language Institute to be a part of a broadcasting opportunity. By the end of all the workshops, the students will be able to clearly identify broadcasting roles, language discourse in broadcasting, and finally, make new friends. This opportunity goes hand in hand with what Kuma said about what learners can do to enhance their learning autonomy. I am very excited to be a part of this opportunity!
On pages 139-140, Kuma gives some opportunities for what learners can do to be autonomous, two of which really caught my eye. The first one is reaching out for opportunities for additional language reception or production beyond what they get in the classroom and taking advantage of opportunities to communicate with competent speakers of the language. This can be achieved by participating in social and cultural events. When I read this I was so pleased! Stephanie and I are actually setting up a workshop for students at the English Language Institute to be a part of a broadcasting opportunity. By the end of all the workshops, the students will be able to clearly identify broadcasting roles, language discourse in broadcasting, and finally, make new friends. This opportunity goes hand in hand with what Kuma said about what learners can do to enhance their learning autonomy. I am very excited to be a part of this opportunity!
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