Pérez Cavana, Maria
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One of the main purposes of the ELP is to promote learner autonomy, that is for students to take responsibility for their own learning. The pedagogical function of the ELP is to develop reflection, planning of individual learning, self-assessment and evaluation. In particular the Language Biography represents this pedagogical aspect of the ELP through the detailed biography, the checklists and the planning instruments.
Within the checklists of skills not related to the CEFR levels, one of the more relevant areas is the ‘learning techniques and strategies’. Some accredited ELPs have introduced questions in the Biography to raise the awareness of the learner about how s/he learns, and to reflect upon, in order to help the learner in setting learning targets and in improving learning.
Based on my teaching experience, learners can benefit enormously when they understand the ways in which they learn a language, and when they reflect upon their own method and style. It is well known that there is a range of different learner types, although there are many different versions, and an almost endless amount of research studies, with very little relevance for classroom practice. For these reasons I would like to work out how to integrate a checklist in the Biography, based on some essential learning style categories (e.g. field-dependent, field-independent), to help students through self-observation and reflection towards self-knowledge and autonomy.
|Item Type:||Conference Item|
|Copyright Holders:||2007 Not known|
|Extra Information:||Powerpoint presentation|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
|Depositing User:||Users 9543 not found.|
|Date Deposited:||09 Mar 2011 10:48|
|Last Modified:||04 Oct 2016 10:43|
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