Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

Autor/in	Rubin, Joan
Titel	Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 21 (2019) 2, S.145-153 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Independent Study; Self Management; Foreign Countries; Bilingualism; Second Language Learning; Second Language Instruction; Faculty Development; Learning Strategies; Metacognition; Teacher Role; Goal Orientation; Task Analysis; Affective Behavior; Language Teachers; Federal Legislation; Federal Programs; International Educational Exchange; Language Proficiency; English (Second Language); Teacher Education Programs; Teacher Attitudes; Teacher Workshops; Required Courses; Ecuador + Suchen Sie Ihr Suchwort? Selbststudium; Selbstmanagement; Ausland; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerrolle; Zielorientierung; Zielvorstellung; Aufgabenanalyse; Affective disturbance; Active behaviour; Affektive Störung; Language teacher; Sprachunterricht; Bundesrecht; Internationaler Austausch; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Pflichtkurs
Abstract	Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01