(Reposted)
Topic- “Literature as a tool for learning English”
Date: 15.01.2022- (January-15)
Time: 5 PM (PKT)
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In our 7th LAb session on December 3rd, we critically reflected on conceptualisations of autonomy and agency to examine the complexity of these terms and how they border, overlap or even exist separately from each other. We explored agency and autonomy from a theoretical perspective and also a practical one. Many thanks to all our […]
7th LAb session. Friday 3rd December 2021. Agency and learner autonomy
Research Institute for Learner Autonomy Education (RILAE). 7th LAb session.
Friday 3rd December 2021. Agency and learner autonomy Location: Online (Zoom – free, but please pre-register)👇
https://kuis.kandagaigo.ac.jp/rilae/lab-sessions/lab7/
Featured speakers:
Full schedule 👇
https://docs.google.com/document/d/1nYosdkNS6g6OscnH78bGdjW1vlLhYDbmYUCtUg1Uv9w/edit
Mike died on Sunday morning after a brief illness. He will be greatly missed by the applied linguistics academic community, by the anarcho-syndicalist movement, by his wide circle of friends all over the world, and by the hundreds, including me, who owe their academic careers to his generous help. Over a period of more than […]
Mike Long
Ponencia realizada en la Cátedra Alicia Goyena, Montevideo, Uruguay.
14 de noviembre de 2019.
Descarga la presentación.
This is a summary of my talk Students’ Voices about English Language Learning at School and beyond at the SouthernCone TESOL Conference in Curitiba, Brazil. July, 17 – 20, 2019
Questions and suggestions about the topic are greatly appreciated as well as feedback on the presentation itself.
Thanks for having joined me at the event!
Really interesting post about assertions in ELT we take for granted because of who claim them and how misinterpretation (conscious or not) of research findings shapes the ELT world.
In response to a tweet from David Cullen, here’s a summary of SLA research that I think needs to be taken more seriously by the ELT community.
From time to time one sees well known “experts” on ELT refer to SLA research. The standard message is that researchers work in labs, know nothing about real-world classroom practice and that most of their findings are either irrelevant or unreliable. A few trinkets from the general dross are trotted out as evidence of scholarship, including these:
Such accounts of the research are, I think, cynically frivolous, so, within the confines of a blog post, let’s take a slightly more serious look.
The empirical study of how people learn…
View original post 2,356 more words
The idea that EFL learners have limited amount of exposure to English may not be true anymore. If you teach in a context where internet access is limited or too expensive and you don’t have enough books, magazines, audios, films or other resources in English which cater to your students’ level and interests, then the answer may be: true. Otherwise, the answer is: False.
Ten years ago, I started to get interested in High school students whose high level of English could not be explained by the time they had been studying English either at school or with private tutors. I realized these students used English just for pleasure through activities they found interesting: listening to songs or reading whatever book in English they could get.
The world has changed a lot since then, now the accessibility to material and technological resources in English is much easier and cheaper. Two years ago I 
decided to research the topic for my master thesis (that will be available to be shared in a few months). You can see a poster with some data from my research at Research Gate.
One of the aims of my investigation was to analyse the uses of English outside of the school of 122 High School students (16-18 years old) in an EFL context (Uruguay) and these were the main results:
N/S: not specified
N/I: not identified
No private lessons: students who do not attend private English lessons outside of school.
The most common practice in English carried out by students beyond the classroom is watching films and series, followed by watching videos online.
Surprisingly, the students who get more involved in English-based activities autonomously do not attend English private lessons.
More girls than boys get involved in out-of-class activities in all modes except for online games.
Therefore, students are exposed to different types of English input outside of school, so teachers may take advantage of these affordances (Menezes, 2011) and integrate them into their classrooms. Below, you will see some ideas:
language awareness. However, teachers should refrain from focusing too much on grammar or vocabulary activities out of context (i.e.: focusing on isolated items without considering the context of use). As each student may engage in a particular activity and it’s likely that you can’t design an individual piece of homework for each of them, a good idea is to ask them to keep a learning log where they record the activity they have done, what they have learnt by doing it and again the strategies they have used to cope with unknown language.
Whatever option you choose, remember to take into account your students’ interests, as it is this personal interest and the student’ s capacity for autonomy which make these affordances so powerful for language learning.
Also, try to encourage these kinds of engagement by valuing them, offering suggestions and helping less motivated students to try out new ways of being in contact with the English language.
Menezes V. (2011) Affordances for Language Learning Beyond the Classroom. In: Benson P., Reinders H. (eds) Beyond the Language Classroom. Palgrave Macmillan, London
English Language Learning Studio 