Learning Strategy Instruction in the Language Classroom

Issues and Implementation

Edited by Anna Uhl Chamot, Dr. Vee Harris

Publication date:

10 May 2019

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781788923408

This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.

Foreword. Cynthia White

Introduction. Anna U. Chamot and Vee Harris

Part 1. Issues: Models and Contexts

Chapter 1. Luke Plonsky: Language Learning Strategy Instruction: Recent Research and Future Directions

Chapter 2. Peter Yongqi Gu: Approaches to Learning Strategy Instruction

Chapter 3. Vee Harris: Diversity and Integration in Language Learning Strategy Instruction

Chapter 4. Do Coyle: Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning

Chapter 5. Ernesto Macaro: Language Learner Strategies and Individual Differences

Chapter 6. Marcella Menegale: Integrating Language Learning Strategy Instruction into Content and Language Integrated Learning Programs

Part 2. Issues: Less Studied and Less Taught Groups of Strategies

Chapter 7. Miroslaw Pawlak: Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in English

Chapter 8. Anna Uhl Chamot and Vee Harris: Language Learning Strategy Instruction for Critical Cultural Awareness

Chapter 9. Andrew D. Cohen: Strategy Instruction for Learning and Performing Target-language Pragmatics

Part 3. Implications: The Learners

Chapter 10. Pamela Gunning, Joanna White, and Christine Busque: Designing Effective Strategy Instruction: Approaches and Materials for Young Language Learners

Chapter 11. Angeliki Psaltou-Joycey: Designing Materials and Guidelines for Language Learning Strategy Instruction

Chapter 12. Anna Uhl Chamot: Differentiation in Language Learning Strategy Instruction

Chapter 13. Jill Robbins: Teaching Language Learning Strategies with Technology

Part 4. Implications: The Teachers

Chapter 14. Christina Gkonou and Rebecca L. Oxford: Teachers’ Formative Assessment, Reflection, and Affective Strategy Instruction in Language Learning Strategy Instruction Teacher Education

Chapter 15. Joan Rubin and Claudia Acero Rios: Empowering Teachers to Promote Learner Self-Management

Chapter 16. Anna Uhl Chamot, Vee Harris, Carol Griffiths, Pamela Gunning, Martha Nyikos and Birsen Tutüniș: Teacher Education for Language Learning Strategy Instruction: Approaches and Activities

Chapter 17. Christine Goh: What We Still Need to Learn About Language Learning Strategies Instruction: Research Directions and Designs

Afterword. Anna Uhl Chamot and Vee Harris

This long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom.