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Overview

Redirecting Multiple Intelligences theory: M oving towards learner autonomy - in young learners. Overview. ○ Learner Autonomy (LA) – definition and a very brief history ○ Agency within ELT and its relationship to LA ○ Intelligence in general and how it pertains to the individual

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Overview

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Presentation Transcript

  1. Redirecting Multiple Intelligences theory: Moving towards learner autonomy- in young learners. www.britishcouncil.org

  2. Overview • ○ Learner Autonomy (LA) – definition and a very brief history • ○ Agency within ELT and its relationship to LA • ○ Intelligence in general and how it pertains to the individual • ○ Multiple Intelligence theory applied to promote LA / agency www.britishcouncil.org

  3. Learner Autonomy What does Learner Autonomy mean to you? What do Learners need to become Autonomous? www.britishcouncil.org

  4. A brief history of Autonomy • First begins to appear in language learning literature in the 1970’s Seminal texts “Autonomy and Foreign Language Learning” - Holec 1979 “Learner Autonomy: Definitions, Issues and Problems” - Little 1991 Has origins in “distance learning” and a series of texts about traditional education Pedagogy of the Oppressed – Freire, 1970 Teaching as a Subversive Activity – Postman, Weingartner, 1971 Deschooling Society – Illich, 1973 From Communication to Curriculum – Barnes, 1975 www.britishcouncil.org www.britishcouncil.org 4

  5. A brief history of Autonomy • It is a key concept within the Council of Europe’s CEFR(Common European Framework of Reference for Languages ) The Language learning for European citizenship project produced the drafts for the CEFR and the European Language Portfolio www.britishcouncil.org www.britishcouncil.org 5

  6. Learner Autonomy • Autonomy is self-instruction i.e. no need for a teacher. • Autonomy is the ability to take charge of one’s learning. • Autonomy is destroyed by teacher control. • Learner Autonomy is a methodology we can plan into our classes. • Autonomy is a capacity for critical reflection and independent action. • Autonomy is easy to define and quantify • Once Autonomy is obtained in language learning, it can easily be applied to any other area. 2 and 5 are our working definitions coming from Holec and Little 1,3,4,6 and 7 are common misconceptions as described by Little www.britishcouncil.org

  7. Prerequisites for Learner Autonomy • Agency From the first slide our second question was: What do our leaners require to become more autonomous? Motivation - interest / commitment “Know-how” - guidance / ability www.britishcouncil.org

  8. Agency? • NOT THAT TYPE. www.britishcouncil.org

  9. Agency • Agency  refers to the capacity of individuals to act independently and to make their own free choices within a social setting. agency n ….refers to the capacity for human beings to make meaningfulchoices and take responsibility for their decisions and actions… www.britishcouncil.org

  10. Agency in language learning– What does it require? • social setting • Individuals choice and responsibility ...agency is always a social event that does not take place in a void or in an empty wilderness. Agency in the classroom van Lier, L. 2008 www.britishcouncil.org

  11. Agency • Agency cannot exist in a vacuum. • We as teachers must provided our students with a space which promotes their budding agency within the field of language learning. • This is the first step on the long road to learner autonomy. www.britishcouncil.org

  12. A community of equal individuals in our classrooms. www.britishcouncil.org

  13. NOT automatons! www.britishcouncil.org

  14. Agency and autonomy • Another question • How would you now explain the relationship between agency and autonomy? www.britishcouncil.org

  15. The agency autonomy dynamic www.britishcouncil.org

  16. Agency and Autonomy www.britishcouncil.org

  17. Moving along – a brief word on intelligence before moving on to Multiple Intelligences www.britishcouncil.org

  18. So says Sir Ken Robinson • We know three things about intelligence:One it's diverse. …we think visually, we think in sound, we think kinaesthetically, we think in abstract terms…. • Secondly intelligence is dynamic. • … Intelligence is wonderfully interactive, the brain isn't divided into compartments. • And the third thing about intelligence is it's distinct. • (Robinson K. 2006 TED talk) www.britishcouncil.org

  19. Our learners are snowflakes. www.britishcouncil.org

  20. There´s no one word for intelligence in Irish www.britishcouncil.org

  21. Enter Multiple Intelligences theory (MI) • “An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” • Gardner H. introduction to Frames of Mind: Theory of multiple intelligences. Basic Press, 1993. www.britishcouncil.org

  22. Social settings you say? www.britishcouncil.org

  23. Learning style, thinking style and MI www.britishcouncil.org

  24. Mix and match www.britishcouncil.org

  25. The answers www.britishcouncil.org

  26. MI and LA • Do you think MI fits the bill to promote LA? If so, how? If not, what else would you use to promote LA? www.britishcouncil.org

  27. MI and individuals • “…Getting students to explore the concept of different intelligences can be a real eye opener for them.” • Making Students aware of Different Intelligences: Herbert Puchta (Teaching Tip #6) http://www.youtube.com/watch?v=oiJPUTMVZ_w www.britishcouncil.org

  28. Not just opening their eyes, putting it in their hands! www.britishcouncil.org

  29. Learners and their unique MI profile www.britishcouncil.org

  30. MI as the learners Prerogative www.britishcouncil.org

  31. www.britishcouncil.org

  32. Put MI in their hands! • You won’t regret it! www.britishcouncil.org

  33. AU language lab • aulanguagelab.wordpress.com • aulanguagelab@gmail.com www.britishcouncil.org

  34. Recap • Autonomy – what it is and what it isn´t Agency – again a definition and why it´s important in ELT www.britishcouncil.org

  35. Recap • Intelligence and the individual • MI as traditionally understood briefly explained • MI as a means to engender agency and autonomy in Young Learners www.britishcouncil.org

  36. A final question • Why work towards learner autonomy, what´s the end-game? “L2 learners are no longer viewed as individuals working on their own to construct the target language but very much as social agents collaborating with other people and using the tools and resources available to them in their surrounding environment” Kalajaet al 2011 p.47 Kalaja, P., R. Alanen, Å. Palviainen & H. Dufva 2011. From milk cartons to English roommates: Context and agency in L2 learning beyond the classroom. In P. Benson & H. Reinders (eds.), Beyond the language classroom. Basingstoke: Palgrave Macmillan, 47–58. www.britishcouncil.org

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