Diversity in learner support
Book chapter abstract
ผู้เขียน/บรรณาธิการ
กลุ่มสาขาการวิจัยเชิงกลยุทธ์
ไม่พบข้อมูลที่เกี่ยวข้อง
รายละเอียดสำหรับงานพิมพ์
รายชื่อผู้แต่ง: Reinders H., Darasawang P.
ผู้เผยแพร่: Hindawi
ปีที่เผยแพร่ (ค.ศ.): 2012
หน้าแรก: 49
หน้าสุดท้าย: 70
จำนวนหน้า: 22
ISBN: 9781139060981; 9781107016347
นอก: 0146-9428
eISSN: 1745-4557
ภาษา: English-Great Britain (EN-GB)
บทคัดย่อ
Introduction This chapter deals with language support, or resources and systems for facilitating language learning outside the classroom. Language support encompasses institutional support mechanisms such as self-access facilities and online materials provision, but also refers to a pedagogical approach to learning that places the individual at the center of a lifelong learning process with the aim of developing learner autonomy. In this way, language support lies at the heart of the notion of diversity. In this chapter we will discuss the rationale for language support and show how technology has played a key role in the development and implementation of a pedagogy for out-of-class language learning. Next, we will describe a case study from a university in Thailand to show how online language support can be used in practice and draw implications from this for future development in this field. Overview and general issues Language support is a term that describes efforts on the part of teachers or institutions to help students develop their language ability and their language learning skills. This usually involves out-of-class opportunities for language (self-)study, such as self-access, language advising, informal opportunities for language practice, the provision of (online) resources, as well as links with more formal language education. The provision of language support is based on the idea that classroom teaching alone is not sufficient to develop lifelong learning skills, or simply not practically feasible due to the enormity of the task (as a case in point, a recent study at the University of Auckland in New Zealand established that approximately 12,000 of its students needed some form of language help; clearly, this would be at the very least a major challenge to provide through traditional teaching [Reinders, 2007]. ฉ Cambridge University Press 2012.
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