BILC 2012 Presentation
FOSTERING LEARNER AUTONOMY
IN THE LANGUAGE CLASSROOM
BY MARIE-FRANCE HÉTU
OCTOBER 2012
CFLS in the Gatineau Hills
Ideal Setting
CFLS Mission
Other Roles
My Role as a Teacher
CFLS also Provides
 Foreign Language (FL) Programs
 French and English FL Programs
 Military Training and Cooperation Program (MTCP)
English and French
 Language Teacher Training Course (LTTC)
Overview of Presentation
Fostering Learner Autonomy
Overview
 Teaching approaches and principles
 Importance of fostering learner autonomy
 Qualities and attributes of self-learners
 Fostering organization, metacognitive, critical
thinking skills
 Authentic materials
 Web 2.0 tools, online programs and BYOD
Teaching a Second Language at CFLS
Andragogy Principles
Communicative
Principles
Student-Centered
Approach = Learner
Autonomy
Principles of Andragogy
All Learning Begins with Experience – Adults . . .
• Are Goal
• Are SelfDirected
Oriented
• Are
Internally
Motivated
Bring Life
Experiences
Bring
Knowledge
Need
Respect
Need a
Purpose
• Are
Practical
The Communicative Approach Uses the
Target Language:
As a Medium of Communication,
With a Social Purpose
Through Meaningful Activities.
With Emphasis on the Message
not the Form.
To Provide Real-Life
Communication Through Active
Modes of Learning
A Learner-Centered Approach Focuses on:
Honing
Learning
Skills
Developing
Autonomy
Fostering
Active
Learning
Knowledge
Building
Learner Needs
Supporting a Learner-Centered Approach
Maximize
Foster
Provide
• Learner Past Experiences
• Reflective Learning Experiences
• Active Participation
• Group- and Pair-Work
• Authentic Learning Opportunities
• Learning Options Along Student Interests
Student Autonomy Can Help a Learner
• Develop Critical
Thinking Skills
• Build
Metacognitive
Skills
Apply Course
Learning
Make Meaning
of One’s
Learning
• Build on
Knowledge
• Connect and
Integrate Language
Concepts
• Gain Insight and
Share with Peers
• Define Learning
Attain Personal
Growth
Learners Can Be Encouraged to Further
Develop Autonomous Skills, Such as:
Self-Discipline
Metacognitive
Skills
Curiosity
Embodied
Learning
Goal Oriented
Independence
Reflective
Skills
Fostering Learner Autonomy in the Language
Classroom
Learner-Led Morning Warm-up
Authentic and À Propos Elements
Pedagogical Outings –
Learners Are Responsible For:
Online Self-Learning
Allies
Learners Choose Activities
Listening Comprehension
Activities Focus on Learners’ Work
Environment
Grammar Exercises
Listening, Repeating, Recording
Online Self-Learning Program My Account
Just-In-Time Grammar
Activities Are Self-Learning and Self-Paced
Good Selection of Educational Games
FSL Exam Preparation
BYOD to the Classroom
Electronic Devices as a Learning Tool
Review of Apps
Using Apps Appropriately
Using Apps to Review Ongoing Learning
BYOD and App Advantages
Build on
Learning
Research
Tool
Learning
Tool
Sharing
Tool
Consolidate
Information
• Build
Reflective
Skills
• Retrieve
Information
Develop
• Build Critical
Metacognitive
Thinking
Skills
Skills
BYOD Rules in Class
Use Devices at Appropriate Time
Limit Use
Use at Appointed Time
Verify Appropriateness of App
Right Level of Learning
Linked with Present Learning
Investigate App
Quality of Activities
Possible Uses in Class
Possibilities for the Language Classroom in the
Future
Integration of more Web 2.0 tools in the classroom
to provide learners with autonomous ways to learn
and practice their second language:
 Targeted social-networking sites
 Second-language blogs
 Messaging through text, voice and video
 Virtual second-language learning communities
Thank you
I look forward to answering your questions during the
plenary session
Special Thanks
I would especially like to thank the following learners
who graciously allowed me to film and take pictures
during class time.
WO Lee, WO Spence, WO Grant, Sgt Foster, OCdt
Salnikov, Lt(N) Locke, MWO Krammer, Capt Mathews
References
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Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.)
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Bates & Poole. (2003). A Framework for Selecting and Using Technology. Effective Teaching with
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Dall’Alba, G. & Barnacle, R. (2005). Embodied knowing in online environments. Educational
Philosophy and Theory, 37(5), 719-744.
https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct
Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26.
http://www.educause.edu/ir/library/pdf/erm0450.pdf
Heckman, R., & Annabi, H. (2006). Cultivating voluntary online learning communities in blended
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Lipman, M. 1991. Thinking in education. Cambridge: Cambridge University Press.
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The Journal of the Learning Sciences, 3(3), 265-283.
Shea, P., & Bidjerano, T. (2009) Community of inquiry as a theoretical framework to foster
‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers & Education, 52,
543-563.
Swan, K., & Shea, P. (2005). Social presence and the development of virtual learning communities.
In S. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning
networks (pp. 239–260). Mahwah, NJ: Lawrence Erlbaum.
Utecht, J. (2007). Blogs aren't the enemy. Technology & Learning, April (9) 32-3
Photo Credits
Screen Captures:
http://www.allies.forces.gc.ca/
http://www.csps-efpc.gc.ca/myaccount/indexeng.aspx
Photography and Videography:
Marie-France Hétu
With the special collaboration of:
WO Lee, WO Spence, WO Grant, Sgt Foster, OCdt Salnikov, Lt(N) Locke,
MWO Krammer, Capt Mathews