1. DISTANCE SUPPORT FOR
LANGUAGE LEARNERS ON
LOCATION – A NEW
APPROACH
Cathy Bow
Advising for Language Learner Autonomy
Kanda University of International Studies, Japan
IATEFL Learner Autonomy Special Interest Group
(LASIG)
November 12th 2011
Virtual presentation V4
2. BACKGROUND
Research on autonomy in language learning
usually focuses on structured programs
Language classrooms
Distance programs
Self-access centres
Many language learners live in intensive cultural
immersion situations
Learners living on location where target language
spoken but not engaged in formal programs are
among most autonomous language learners of all
Yet outside the domain of much SLA research
3. LANGUAGE LEARNERS ‘IN THE WILD’
Autonomous learners outside formal
programs are required to develop and
maintain their own language program
Often with minimal support
Struggle to move beyond intermediate levels
Lack of assessment opportunities
Harder to research these learners
Different
needs
Less homogeneity
4. LANGUAGE LEARNERS ‘IN THE WILD’
Variety of different living, working and
learning contexts
Distinct demands on time
Various opportunities and needs for
learning and using the language
Professional
Functional
Social life
5. CONTEXT OF STUDY
Christian missionaries working in a range of
cross-cultural contexts
Estimate 5000 Australians in active
missionary service
Activities include medical work, community
development, education, social justice,
business, training, translation, teaching, IT, etc
Also more traditional areas such as
evangelism, church planting, theological
training
6. RESEARCH FOCUS
Australian Christian missionary agency
An evangelical, voluntary, lay, church
society affiliated with one of the larger
mainstream Protestant denominations
Nearly 200 missionaries serving in over 35
countries
Mostly tertiary-educated, many with young
families, going for 6-10 years
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8. LANGUAGE SUPPORT PROGRAM
Mission agency established program of
distance support to in-field staff learning
lgs
First 3 year term of service
Includes pre-field preparation for language
learning
Practical language learning
experience
Encourage self-directed lg learning
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Basic phonetics & linguistic principles
9. ONGOING SUPPORT PROGRAM
Face to face contact just before departure
Contact at specific points throughout term
Year 1: from departure date
6 weeks, 3, 6, 9, 12 months
Years 2 & 3: every 8 months
20, 28, 36 months – end 3 year term
Follow-up on return to Australia
Optional additional support as required
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10. ONLINE SUPPORT
Moodle learning management system
(LMS) or virtual learning environment
(VLE)
Free web application for educators to
create effective online learning sites
Used here for
Uploading resources
Self-assessment & other
questionnaires
10
Annual discussion forum
12. CURRENT STATUS OF PROGRAM
72 people currently being tracked
5 cohorts currently on field (46 people)
First cohort just returned (6) – following up
2 cohorts yet to depart (20)
Regular email contact with around 50%
Minimal interaction on Moodle
Skype calls more popular with individuals
Some constrained by internet limitations
Facebook posts provide some insight 12
13. ADVISING FROM A DISTANCE
Services offered by distance advisor
Discuss language issues
Offer encouragement and advice
Identify areas of concern
Troubleshoot solutions
Invite learners to reflect on experience
and process of language learning
Provide feedback on issues raised
Suggest useful resources
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14. BENEFITS
Involves intentional relationship with
learners
Opportunities to reflect on and discuss LL
issues
Regular contact with learners on field
Encourage progress
Identify areas of concern
Give advice as appropriate
Provide additional resources
Promote elf-evaluation and accountability
Importance of cohort – peer support
15. CHALLENGES
Learners engage at different levels
Lack of response to invitations to engage
Time, family, work constraints
Goals/expectations of learners differ according
to context
Advisor is neither teacher nor speaker of
target language/s
Lack of face-to-face connection post-
departure
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Current lack of structured mechanism for
16. EXPANSION POTENTIAL
Expand data collection to include
Language learning plan (pre-departure)
Emails & skype interaction
Forum posts
Facebook posts, newsletters to supporters
Portfolios
Learner narratives
Ethical issues in data collection
17. POTENTIAL SIGNIFICANCE
Opportunity to provide rich source of data
from under-researched language learners
Can shed light on needs, practices and
achievements of language learners in
unstructured learning situations
Potential to extend the range of ‘advising’
to incorporate those outside the usual
domains of SLA research
18. FOLLOW-UP
For opportunity to discuss this program
further, please contact
Cathy Bow
cbow@unimelb.edu.au