IDRA

PROFESORADO DE INGLÉS
FUNDAMENTOS DE LA ENSEÑANZA 3
NOV. 2021
Ríos Julieta

ASSESSMENT
1. What is, according to Hedge, a self-directed learner? What are some of their characteristics?

According to Hedge, a self-directed learner is someone who:

❖ Know their needs and work productively with the teacher towards the achievement of their objectives.

❖ Learn both inside and outside the classroom.

❖ Can take classroom-based material and can build on it.

❖ Know how to use resources independently.

❖ Learn with active thinking.

❖ Adjust their learning strategies when necessary to improve learning.

❖ Manage and divide the time in learning properly.

❖ Don’t think the teacher is a God who can give them the ability to master the language.

Some key characteristics of a learner who can take responsibility for learning are the ability to define one's own objectives; awareness of how to use language
materials effectively; careful organization of time for learning, and active development of learning strategies.

b. What is the relationship between learning strategies and autonomy?

IDRA
PROFESORADO DE INGLÉS
FUNDAMENTOS DE LA ENSEÑANZA 3
NOV. 2021
Ríos Julieta
The relationship between learning strategy and autonomy comes from the correlation that if teachers help learners acquire and develop strategies that will
enhance their ability to become more self-reliant in their learning; they could be trained to take on more responsibility for their learning.

However, the self-directed learning process must take into account two preconditions:

❖ The learner must be capable of making decisions about learning.

❖ There must be a structure for learning within which a learner can take responsibility for those decisions.

Furthermore, Hodge regarded the learning process as a management process and he also included:

❖ Fixing objectives.

❖ Deciding on the content of a learning program.

❖ Selecting methods.

❖ Self-monitoring of progress.

❖ Self-evaluation.

2. How does Brown define the terms learning style and learning strategy? How are these terms connected with the terms awareness and action?
How do we help students develop self-awareness of styles?

LEARNING STYLE LEARNING STRATEGY

IDRA
PROFESORADO DE INGLÉS
FUNDAMENTOS DE LA ENSEÑANZA 3
NOV. 2021
Ríos Julieta

It’s related to personality (such as extro version, self-esteem, anxiety) or Strategies, on the other hand, are specific methods of approaching a
to cognition (such as left/right-brain orientation, ambiguity tolerance, problem or task, modes of operation for achieving a particular end, or
field sensitivity) planned designs for controlling and manipulating certain information.

It characterizes the consistent and enduring traits, tendencies, or Strategies vary widely within an individual, while styles are more constant
preferences that may differentiate you from another person. and predictable.

These terms are connected since in order for learners to become autonomous they must be fully aware of their own weaknesses, strengths, styles, and
preferences. They should be able to capitalize through the use of appropriate action in the form of strategic options.

When learners are aware of their own capacities and limitations, they can efficiently adopt pathways to success that capitalize on strengths and compensate
for weaknesses. A successful language learner typically develops this self-awareness either subconsciously through experience and/or natural ability, or also
through conscious processes that may be stimulated by a textbook, a teacher, a guide to language learning, tips and hints from others, or even through a
specific determination to assess one’s various proclivities.

A way to help learners to develop their self-awareness is through:

❖ Informal checklists: students have to fill out an informal self-check list that will serve as a focal point for discussion or enlightenment.

❖ Formal personality and cognitive style tests: Even though these tests could help students; become aware of their possible style tendencies, consider
the relationship between such styles and success in their language learning goals, and take positive steps to capitalize on their assets and to overcome
any liabilities, teachers should use them cautiously since we have to take into account that they might be culturally biased.

❖ Assigning occasional readings or giving mini-lectures or presentations followed by discussions about successful learning styles is another way to
encourage self-awareness.

3. Within CLIL, we distinguish different perspectives of language. What are they? Provide examples.
IDRA
PROFESORADO DE INGLÉS
FUNDAMENTOS DE LA ENSEÑANZA 3
NOV. 2021
Ríos Julieta
Students need different kinds of language to study a CLIL subject so it is crucial for teachers to be able to identify these types of languages when planning
CLIL activities or lessons.

BICS Is the kind of language and skills that are frequently taught in standard language learning
classes,
(BASIC INTERPERSONAL COMMUNICATION
SKILLS)

CALP Relates to the kind of language that students need to study a curriculum subject, such as
maths, science, geography, etc.
(COGNITIVE ACADEMIC LANGUAGE
PROFICIENCY.

CONTENT-OBLIGATORY LANGUAGE. When students are learning in the CLIL language, they’ll need This consists of words,
structures, and functions that are essential for the particular topic they are studying.

CONTENT-COMPATIBLE LANGUAGE Everyday kind of language which is useful both for the study of a specific topic and also
for general language use.

TRANSLANGUAGE CLASSROOMS Teachers and students will sometimes use the students’ Ll for some explanation and
discussion before reverting to the CLIL language for the main study.

4. What is CLIL? What is the 4Cs framework within CLIL?

CLIL stands for CONTENT AND LANGUAGE INTEGRATED LEARNING. In other words, the students study content (geography, physics, music,
maths, etc.) through and with a second language, and they study language through and with the content.

CLIL focuses on four special areas: CONTENT (the subject itself), COMMUNICATION (using language effectively), and COGNITION (thinking skills
- how we learn), and CULTURE (understanding our own culture and its relationship to other cultures).
IDRA
PROFESORADO DE INGLÉS
FUNDAMENTOS DE LA ENSEÑANZA 3
NOV. 2021
Ríos Julieta