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BILC 2012 Presentation

This presentation by Marie-France Hétu explores the vital role of learner autonomy in language education, emphasizing the importance of teaching approaches that empower students in their learning journey. It covers essential qualities of self-learners, the implementation of metacognitive and critical thinking skills, and the effective use of authentic materials and Web 2.0 tools in the classroom. The discussion includes practical applications for integrating technology, encouraging student-led initiatives, and enhancing the overall language learning experience at the CFLS.

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BILC 2012 Presentation

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  1. BILC 2012 Presentation FosteringLearnerAutonomy In the LanguageClassroom By Marie-France Hétu October 2012

  2. CFLS in the Gatineau Hills

  3. Ideal Setting

  4. CFLS Mission

  5. Other Roles

  6. My Role as a Teacher

  7. 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)

  8. Overview of Presentation

  9. FosteringLearnerAutonomyOverview • 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

  10. Teaching a Second Language at CFLS

  11. Principles of AndragogyAll Learning Begins with Experience – Adults . . .

  12. The Communicative Approach Uses the Target Language:

  13. A Learner-Centered Approach Focuses on: KnowledgeBuilding

  14. Supporting a Learner-Centered Approach

  15. Student Autonomy Can Help a Learner

  16. Learners Can Be Encouraged to Further Develop Autonomous Skills, Such as:

  17. Fostering Learner Autonomy in the Language Classroom

  18. Learner-Led Morning Warm-up

  19. Authentic and À Propos Elements

  20. Pedagogical Outings – Learners Are Responsible For:

  21. Online Self-LearningAllies

  22. Learners Choose Activities

  23. Listening Comprehension

  24. Activities Focus on Learners’ Work Environment

  25. Grammar Exercises

  26. Listening, Repeating, Recording

  27. Online Self-Learning Program My Account

  28. Just-In-Time Grammar

  29. Activities Are Self-Learning and Self-Paced

  30. Good Selection of Educational Games

  31. FSL Exam Preparation

  32. BYOD to the Classroom

  33. Electronic Devices as a Learning Tool

  34. Review of Apps

  35. Using Apps Appropriately

  36. Using Apps to Review Ongoing Learning

  37. BYOD and App Advantages

  38. BYOD Rules in Class

  39. Possibilities for the LanguageClassroom in the Future Integration of more Web 2.0 tools in the classroom to providelearnerswithautonomousways to learn and practice their second language: • Targetedsocial-networking sites • Second-language blogs • Messaging throughtext, voice and video • Virtual second-languagelearningcommunities

  40. Thank you I look forward to answering your questions during the plenary session

  41. 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

  42. References • Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, 33-59. • Bates & Poole. (2003). A Framework for Selecting and Using Technology. Effective Teaching with Technology, (75-105). San Francisco: Jossey-Bass. • 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 environments [Electronic Version]. Journal of Asynchronous Learning Networks, 10(4), 51-66. • Lipman, M. 1991. Thinking in education. Cambridge: Cambridge University Press. • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. 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

  43. Photo Credits Screen Captures: • http://www.allies.forces.gc.ca/ • http://www.csps-efpc.gc.ca/myaccount/index-eng.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

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