Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners

Autor/inn/en	Penner, Tara L.; Abbott, Marilyn L.; Lee, Kent K.
Titel	Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners
Quelle	In: BC TEAL Journal, 7 (2022) 1, S.85-97 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abbott, Marilyn L.) ORCID (Lee, Kent K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-4211
Schlagwörter	Scaffolding (Teaching Technique); Learning Strategies; English (Second Language); Second Language Learning; Self Management; Metacognition; Foreign Countries; Psychological Patterns; Canada + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Kanada
Abstract	Emergent multilingual English as an additional language literacy learners (EALLs) have unique learning needs as they are learning to read and write for the first time in any language while they are also beginning to develop formal learning strategies that support successful school-based learning. Consequently, EALLs require specialized instruction in how to regulate the metacognitive, cognitive, behavioural, motivational, and emotional aspects of learning in formal classroom environments. Theories of self-regulated learning can inform English as an additional language (EAL) literacy programming and guide instructors in the development of EALLs' formal learning strategies. The effective use of formal self-regulated learning strategies for planning, monitoring, and evaluating learning is essential for successful school-based learning. In this paper, we review three models of self-regulation (Dörnyei, 2005; Oxford, 2017; Zimmerman, 2013) that inform an instructional sequence designed to support EALLs' self-regulated learning in the classroom. We describe our research-informed instructional sequence and provide examples of how instructors can encourage EALLs' use of self-regulatory strategies including commitment, metacognitive, satiation, emotional, and environment control strategies, as well as the development of metastrategies that support self-regulated learning. In summary, we demonstrate how research on self-regulated learning can inform instructional practices for EALLs in EAL literacy classes. (As Provided).
Anmerkungen	Association of BC Teachers of English as an Additional Language. #206 - 640 West Broadway, Vancouver BC, V5Z 1G4, Canada. Tel: 604-736-6330; Fax: 604-736-6303; e-mail: admin@bcteal.org; Web site: https://ojs-o.library.ubc.ca/index.php/BCTJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01