Learner Independence Special Interest Group Welcome to the

TESOL ARABIA

Conference Newsletter 2009

Learner Independence Special Interest Group’s

2009 Conference Newsletter. Newsletter This special issue of our newsletter welcomes to the Conference two well-known speakers from the world of learner autonomy, Dr. Ema Ushioda and Dr. Phil Benson. Sara Cotterall, TACON Speaker, 2007, shares her thoughts on varied themes associated with learner autonomy in a “Q ‘n’ A” interview. Diane Malcolm discusses current issues in learner autonomy from the AILA 2008 Conference held in Essen, Germany. Closer to home, Connie Eide investigates reactions to trends in distance learning courses. Jessica March details her students’ experiences with learning technologies and their potential acquisition of learner independence. Continuing this theme, Mark Karstad discusses the interdependence of independent learning and information literacy. Local ET specialist, Vance Stevens promotes lifelong learning possibilities available via the EVO. In stark contrast to the learning environment in this region, Jonathan Hadley describes the realities of teaching in Ethiopia.. Finally, reporting on developments in UAE schools, Amr El Zarka highlights initiatives taken by teachers in local schools to encourage an ethos of independent learning in the classroom. We hope you have a great conference!

See you there!

About LI-SIG TESOL Arabia’s Learner Independence SIG was created 8 years ago. Its founding premise and structure were unique among the SIGs as it is based on a cooperative system - usually a 4-person team, with each having an area of responsibility, yet collaborating on major projects. Here, people come and go, but this organizational concept, based on democracy and teamwork, has enabled LI-SIG to survive change. Whilst we regret the loss of personalities, support and talent, we embrace newcomers, and the shared responsibilities within our proven format make our SIG leadership less daunting. From the start, LI-SIG was innovative: the first SIG with a website and international discussion lists. Now, we have online photo archives, a Moodle site, a practical ILC handbook and special interest wikis, too. LI-SIG has always tried to incorporate new technologies to support its members and their students. Long may this initiative continue! The current team comprises Phil Cozens, Rachel Lange and David Dixon. The secret of our success, however, is our network of supporters … YOU!!

Let’s share our ideas, expertise and knowledge!

SIG Speaker : Dr. Ema Ushioda, University of Warwick, UK Re-examining Motivation: engaging our students’ identities through English Friday, 13 March, 2:00 – 2:45 Motivating Learners From Within Saturday, 14 March, 1:00 – 1:45 Find out more about Ema on pages 3 and 8.

LI-SIG Welcomes Dr. Phil Benson Language Learning Histories 11:00—12:45, Friday Autonomy in language teaching and learning: where has it come from and where is it going? Saturday 12:00—12:45 Read about Phil’s AILA session on page 3.

Inside this issue: Distance Learning: The Jury is Out

2

Conference Report: AILA, 2008

3 4

Towards Independent Learning in UAE Schools

4

iLearn, But Do They?

5

English Against All Odds

6 7

Profile: Dr. Ema Ushioda LI-SIG Activities

8

Lifelong Learner Autonomy Meets EVO Online

9

Q & A with Sara Cotterall

10 11

IL + IL = A Sum Greater than its Parts SIG publication Upcoming Events

12

Contact Details

• Website: http://ilearn.20m.com

• Email: [email protected]

• Mail: Rachel Lange, UGRU-UAEU P.O. Box 17172, Al Ain, UAE.

Learner Independence

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Distance Learning: The Jury is Out

Constance Eide, Petroleum Institute, Abu Dhabi Distance Learning has spawned a variety of definitions over the years. Nelson Mandela applied off-site educational techniques as a sustaining feature of his life in prison, a classic example of someone who accessed his thirst for learning when the odds were stacked against him. It is claimed that Saint Paul was the first to address learning-at-distance when writing to the early Christian churches during his imprisonment in Rome. While the aptly-entitled "correspondence courses" of the early 20th century were foretelling, the approach is a far cry from the delivery methods of Distance Learning (DL) in common practice today. The concept of DL was there, but it would be inappropriate to compare those practices with the technological savvy that 21st century institutions employ to educate learners. Listening to Thomas Friedman – the often controversial New York Times columnist and author of the best selling The World is Flat – deliver the opening address at the Flat Classroom Conference* in Qatar last January, one appreciates the extent to which the Internet has engulfed our educational system today. The conference was held in separate locations half-way around the world, with delegates in Qatar and the United States all enjoying the keynote speaker and able to ask him questions at the same time. This could not have taken place without a sophisticated group of media-literate participants in the construct, delivery and development of this dynamic session. This is the extent to which distance learning has progressed. Distance Learning is… a.

a blessing or curse?

b.

isolated in a sea of sand?

c.

Transmitting trials and tribulations?

Reviewing impressions from a sampling of distance learners in the Emirates, it became clear that institutions are as varied in their approach to DL as they are in number. At risk of generalization, distance learning today epitomizes the moving away from institution-based learning toward a more direct, student-centered approach, a move that many of us encourage in our own classrooms. Previous, time-tested forms of literacy are vital, but – arguably – may no longer be valid in this new age of technology. Mick King, HCT, states, “assignment-based assessment in my MSc allowed me to avoid certain areas of study where I felt weak.” Presently pursuing a doctorate, Mick sees “gaps in my knowledge and skills, particularly statistical analysis”. Such opinions highlight the importance of becoming functionally literate in our current world of interactive media networks. The question is – who – and perhaps, what – is filling these gaps for the distance learner?

Many respondents indicated that DL was chosen because it enabled them to work at their own pace, blissfully enjoying the flexibility of completing work according to one’s own schedule. Conversely, this freedom has drawbacks if you fail to embrace the skills of time-management. As Lisa Barlow, UAEU, points out, “at the beginning, I felt isolated in a sea of sand.” Lisa's feelings are that one begins to realize the benefits of a post-graduate degree when the dissertation stage is reached and one has learned (often on one's own) how to do research. Lisa advises, “To be a successful researcher, you have to learn the skills, but you also have to learn to be independent enough to keep on track and bypass all the distractions that life brings." Some enjoyed the camaraderie of a group of students studying and sharing materials where others felt isolated and missed the reassurance gained by trading successes and challenges with those who were also struggling to make sense of certain aspects of their learning. While pursuing her PhD, Melanie Gobert, HCT, claims that it was her virtual classroom that kept her from “throwing in the towel when I felt like quitting”. Melanie's doctoral support network consoled, advised and cajoled her to keep going whereas her MA program in the late 90’s had “very little emotional/collegial support along with minimal assistance from my overworked tutor”. A colleague at The Petroleum Institute, Asli Hassan, currently a PhD candidate, related her experiences as both a student and an on-line tutor. Not surprisingly, some of the feelings about Distance Learning are similar on both sides of the fence. It had to do with perfection, an ideal we all strive to attain, and the fact that DL does not offer instant gratification in that area. Asli compared her inner turmoil as a Blackboard discussion tutor with her bewilderment as a student submitting work online. As a tutor, she often wondered if she had said so much that she stifled discussion or whether she had added enough information to lead the students to the conclusion she sought. As a student, Asli was regularly waiting for the reinforcement that said, 'you're right' or 'perfect". The common deficiency arose from not receiving the "satisfaction that you had met a certain level of perfection". She had undertaken both commitments simultaneously, opening Blackboard and seeing herself on one side and mirrored on the other. Neither offered her the satisfaction of a job well done nor of receiving the immediate feedback that reinforced her "accomplishment or lack thereof". Asli was "left in a quandary as to the quality of my work as both a tutor and a student". In our new world of interactive media networks, we cannot be functionally literate without a deep appreciation for the nature and power of our global interactivity. These technologically-driven DL courses offer us many benefits and opportunities, but there are some aspects of learning that still go unfulfilled. Can our Distance Learning programs live up to these expectations and provide us with the 'techie' knowledge and response time that we need? The jury is

out! *The Flat Classroom Project is a global, collaborative initiative using Web 2.0 tools for connection, communication, collaboration and creation. This concept and practice of 'flattening' your classroom draws on 21st century pedagogical practices that include personal learning networks, online learning and a constructivist approach using established and emerging technologies.

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Conference Newsletter 2009

L e a r n e r A u t o n o m y P r e s e n t a t i o n s a t t h e 1 5 th W o r l d C o n g r e s s o f A p p l i e d Linguistics [AILA] 2008, Essen, Germany, August 24 – 29

Diane Malcolm, Arabian Gulf University, Bahrain Every three years, the AILA Congress, an international meeting of applied linguists, attracts hundreds of presentations, scores of symposia and many plenary addresses from new and experienced researchers and distinguished names in the many branches of this multi-faceted field. With so much choice in a limited time, participants are advised to commit to one of the 24 strands in the programme. Presentations in the Learner Autonomy in Language Learning strand are the ones discussed here, with particular reference to the Research Network Symposium on Learner Autonomy. As papers from the same strand were scheduled concurrently, I can describe only a few of the individual autonomy presentations. Alice Chik discussed the developmental nature of autonomy in examining the language learning narratives of Hong Kong L2 language learners making the transition from primary to secondary school, where learner autonomy “kicked in” as language and self-awareness grew. Also in the school context, Lawrence Zhang described a three-year experimental project in which 5th graders in Singapore schools were given explicit instruction in reading strategy use. While there were modest gains from the experimental group in self-efficacy and reading scores, results overall were mixed. Garold Murray described the language learning histories of Japanese learners of English who had achieved intermediate to advanced levels of English proficiency without having lived or studied outside Japan. His paper examined the impact of community (imagined or real) and identity in their English learning histories, and highlighted how different identities emerged depending on the language used. Popular culture, mostly in the form of American TV and movies, served as a motivational influence for these successful language learners from a variety of different social and professional backgrounds. The symposium for Teacher Education for Learner Autonomy (TELA) organized by Richard C. Smith, included presentations from Spain, the UK, China, Norway and Portugal. More information about TELA and some of the papers from this symposium can be found in two recent edited collections (Vieira, 2009 (ed.); Jiménez Raya, M. and T. Lamb, 2009 (eds)). This symposium highlighted the central role of teachers in promoting autonomy for their learners, including the effects of teachers’ own beliefs, experiences and attitudes on the way learner autonomy initiatives are conceived, presented and delivered. The stated aim of the symposium was to establish and develop a knowledge base for TELA, and the presentations were delivered in two parts. The first dealt with ‘the particular competences and conditions’ needed for teachers to promote learner autonomy, while the second concentrated on the processes that might be involved in TELA. Among the presentations in the first part, Richard Smith described his research into personal and professional histories of teachers who engage with learner autonomy in an attempt to determine what turning-points led them to this commitment. This knowledge, he argued, can be applied to practice by sharing with colleagues in autonomy-centred pedagogical initiatives. Flávia Vieira, presenting in the second part, described an on-going project aimed at doing exactly this. With her collaboration, a group of participants at the University of Minho, Portugal, including students, teachers, researchers and administrators, work together in a learning community to promote and facilitate autonomous language learning. My main reason for attending the conference was to present at the Research Network for Learner Autonomy Symposium, entitled “Identity, Motivation and Autonomy: Exploring their Links”. Terry Lamb and Garold Murray organised the symposium, and there were six presentations, four of which I will summarize here. Ema Ushioda started the proceedings with her presentation “Motivating Learners to speak as themselves” where she discussed the limitations of the psychometric tradition in motivational research, which often characterizes language learners as a collection of component parts, rather than unique, rounded beings whose identity is situated in their social setting and particular context. When students are involved in invoking their own “transportable” identities [their ‘real’ as opposed to ‘generalized language learner’ selves, e.g. football fanatic, computer nerd, science fiction buff] their motivation for language learning will increase. Martin Lamb’s presentation was a follow-up to a study of high school English students in Indonesia, in which he had noted the impact of students’ vision of a ‘future self’, an identity as a future competent English user, on their motivation and autonomous learning. Several years later, he interviewed the same learners and found the most highly motivated had gained significantly in their oral proficiency, and that all had more focused visions of their future selves, in which English featured strongly. Xuesong Gao’s presentation, “A realist perspective on autonomy, agency, and identity” summarized different theoretical sociological positions on the respective roles of agency and structure. The structuralist position holds that social relations determine human behaviour, so the individual’s exercise of autonomy is negligible given the contextual constraints. A voluntarist position puts human agency, i.e. one’s actions and choices, at the core, while contextual conditions are but one variable affecting autonomy. The realist perspective of the title maintains that both structure and

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Learner Independence

agency have distinct but interacting properties. A theoretical framework for learner autonomy derived from this position comprises context, setting, situated activity and self, and is put forward as a means to explore the interaction between language learners and social realities surrounding them. Gao used this framework to discuss the language learning experiences of mainland Chinese students studying in Hong Kong, as related to their use and development of Cantonese, Putonghua and English. In my own presentation, “I failed because of English: Agency of Arab medical students”, I attempted to trace the paths undertaken by four students who had to repeat a year of medical school, as they sought ways to overcome the English language deficiencies that had contributed to their failure. I described how they became aware of the need to take on responsibility for their own language learning, and how they acted to upgrade their skills, through study abroad, advice from experienced others, self-study and taking advantage of local opportunities. The strong influence of an “ideal future self”, in this case a medical resident in an English-speaking country, as well as their view of a globalised medical professional as a competent English language user, played significant roles in the exercise of their agency, as they made the transition from marksobsessed first year students to mature, self-aware future doctors. In the discussion of the symposium presentations, Phil Benson asked whether or not we agreed with his suggestion that “agency can perhaps be viewed as a point of origin for the development of autonomy, while identity might be viewed as one of its more important outcomes.” (Benson, 2007, p. 30). While none of the participants agreed or disagreed entirely, it may be that the relationship among these three concepts is not onedirectional, in that, for example, imagined identities may fuel agency, contributing to autonomous behaviour. What we all agreed on, implicitly or explicitly, I believe, is that the view of the learner as a feeling, thinking, complex individual needs to be more prominent, and the importance of personal, socio-cultural, and contextual factors in motivating learners to become autonomous must not be discounted. References: Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21–40. Jiménez Raya, M. and T. Lamb (2009). Pedagogy for autonomy in modern languages education: Theory, practice and teacher education. Dublin: Authentik. Vieira, F. (ed.) (2009) Struggling for autonomy in language education. Reflecting, acting, and being. Frankfurt am Main: Peter Lang.

Towards Independent Learning in UAE Schools Amr El Zarka Al Numan Bin Basheer Secondary School, Ajman Although Independent Learning is widespread in universities, this is not the case in high schools, where learning is mostly still teachercentred and schoolbook-dependent. Students in many schools are used to learning for the test using content-based books. At the end of each semester they sit for tests to recall what they studied in their school books. However, this is gradually changing. High schools have started adopting learner-centred teaching strategies with a wider scope of resources. Even the course books are no longer content-based. They have became standard/skill based. Students now know that they are learning skills from the book to apply in the test. The wider scope of resources includes graded readers, the internet, authentic materials like newspapers and magazines, and National Geographic DVDs. We, in our school, which is one of the Madaris Al Ghad (MAG), are working on spreading the concept of Independent Learning. However, as Independent Learning is still young in these schools, we decided that it should start in a guided way and students would have more freedom and independence when they got used to it. Students have a variety of graded readers to choose from and should write a short report or fill in a form about what they read. This can be followed by a short presentation to the class to tell classmates about the book and give a recommendation to read it or not. Classmates can still ask questions for elaboration. Another idea we were able to start this year is English E-learning classes. We managed to get a computer lab with 16 computers connected to the internet. Each class has one weekly session in the lab. The teacher sends a website to the students’ emails only a short time before the class. Students open their emails and click the link in class to open the site. The teacher sets the task and does some warm up activities with the students, then they start working individually. The teacher monitors students’ work and makes sure that they stay on task. The class time is not usually enough to complete the whole task, so the students complete it at home. When they have finished the task, they print the last page as proof of completion for the teacher and attach it to their portfolios. These E-learning classes can be reading with interactive activities, grammar, vocabulary, listening, or watching a video and then answering questions. When students have digested these new ways of learning, we will ask them to work at home and use the E-learning session on their own with less control from the teacher. This is just a start. I hope Independent Learning will soon become a trend in all UAE schools. Amr El Zarka is a Teacher Mentor and the PD Committee Coordinator with the MAG Project, and a regular presenter at TESOL Arabia. events.

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Conference Newsletter 2009 iLearn—But Do They?

Jessica March, American University of Sharjah In recent years many higher education institutions have invested heavily in technology-enhanced learning. This provides instructors with a plethora of Ed. tech resources and has created the need for many EFL instructors to undertake professional development to equip them with the skills which allow maximized usage of these tools. Whilst instructors are upskilling, what effect is this injection of technology having on students? One might predict that having the privilege of access to such advanced technology combined with world-class instruction should surely lead to producing students who are successful independent and competent language learners, but that is not yet the case in the UAE. With the educational tide shifting to embrace Emotional Intelligence Quotas, exactly how useful is a platform like 'ilearn/BlackBoard in encouraging learner independence and enhancing a more holistic learning experience? The effectiveness of participation in online courses can be observed from the perspective of the course designer (instructor) and from the user (student). As an instructor, it has been a long and interesting journey to explore the uses of various Course Management Systems (CMS) in a blended learning environment. Each platform has its own idiosyncrasies, but, from a personal perspective, it's the user's ease of access, and the systems' clarity, which have made iLearn and Moodle so frequent a resource in my tertiary classes. If used appropriately, I have always believed that technology can enhance the learning environment and this was a sentiment which was reflected by the students in my focus groups. They have been asked very general questions to find out, firstly, if they liked being part of an online course and secondly if they felt that had more learner independence by using a CMS. My group participants have been overwhelmingly positive about using iLearn saying that they believe it gives them a sense of freedom and heightened control over their studies; they feel it helps them review materials more thoroughly. They say that it gives them the sense of being part of a community too and they like the fact that course material can be personalized for their section. The use of technology in the language classroom seems to tap into the interest zone of many undergraduate students. If this is a way of lowering the affective filter to maximise language learning, then I am in favour of exploiting it. At any given opportunity, many students will be constantly using the social networking tools such as Facebook to interact with friends and Moodle successfully encapsulates the human collaboration aspects of Facebook with the Learning Management System. The ingenious personalization of the learning platform through the use of personal images and avatars, synchronous communication, and records of users who are logged on at the same time seems to strike the right chord with students; they draw parallels between their online learning environment and a forum for socialising. It’s possible to comment that the students, themselves, believe that they are achieving learner independence through the use of these CMS. The more technology is used in classes, however, the more the question nags as to how deep-rooted learner independence really is. It has become apparent that many students require so much scaffolding of tasks that it ceases to be an independent learning task. The term ‘independent learner’ presumes that learners are independent before they join the establishment. It is easy to observe, through classroom interaction, that many students are not aware of the skills necessary to study independently. Being an independent learner is not currently an outcome which is being met by students on graduation from local high schools. Becoming an independent learner is not merely possessing a certain level of IT skills, being able to use the CMS, or being ‘fluent in iLearn’ as one of my students termed it; it is primarily concerned with students’ emotional development. Covey identifies characteristics of independence as, ‘proactive, value driven, centred in correct principles, and able to organize around the priorities in our lives with integrity’.i It is often assumed that students enter higher education institutions equipped with a sense of their personal motivation and of their identity, but I have found that there is very little focus on what students want to achieve from their higher education because they haven’t had the opportunities to explore their values and priorities. I would suggest that students should be participating in courses which seek to take them on a journey of self discovery and help them understand how to assume responsibility as a learner. Clearly, there are immense benefits to using any one of the aforementioned learning platforms and these are recognized by instructors and students alike. However, using a CMS could be regarded as using a Band Aid to conceal a gaping wound; learners need to be guided towards becoming independent before they can use independent learning tools to the full potential. It is somewhat ironic that what makes a CMS like Moodle so attractive to many users are the human and community aspects; these are areas which are in desperate need of attention in the user in their non-virtual life. i. Covey, S.R. The 7 habits of Highly Effective People 2004 Pocket Books

Jessica March has worked in UAE higher education organizations for 8 years and is currently an English Instructor at AUS.

4th Independent Learning Association Conference 2009 Hong Kong , 3—5 June Details at: http://ilac2009.elc.polyu.edu.hk/index.php/ILAC/ILAC2009/index

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English Against All Odds Jonathan Hadley Jonathan left HCT-RAK Men's College in June 2007 after 4.5 years as an English instructor and Academic Coordinator. After a detour to the Galapagos Islands to teach English and French amidst the tortoises and sealions, he ended up in Addis Ababa, Ethiopia. Since February 2008, he has been VSO's volunteer ELT advisor to the English Language Improvement Department at the Ministry of Education. He can be contacted at [email protected] From the green highlands to the dusty lowlands, the Danakil depression to the Rift Valley lakes, Ethiopia is a huge country of great diversity and cultural riches. One of the poorest countries in the world, with a population of 80 million (of whom more than half are aged 16 or younger), Ethiopia has an enormous educational challenge ahead of it. The Ethiopian government has signed up to the Millennium Development Goals – education for every child by 2015. Currently 91.6% of eligible children attend the first four years of primary school, although once drop-out rates are factored in, the real figure is likely to be closer to 80%. The further up the educational ladder, the lower the numbers go. In the early years of primary school, enrolment rates are close to 50:50 for girls and boys. This, too, drops dramatically through secondary and tertiary education. However, the government seems determined to improve the figures, and thousands of schools have been built in the last few years, as well as new colleges and universities. There is no doubt that Ethiopians have a strong desire to learn and English appears valued by all. English is taught as a subject from Grade 1 and as the medium of instruction from Grade 9. However, the reality is that often students are taught through English from Grade 7 or even Grade 5 in some regions. This is worrying as the teachers often have little or no English, and the students even less. English, though, has great status as a language. It is seen as having little or no political connotations, unlike the federal language of Amharic. It is the language of instruction at tertiary level and the language of science and technology. Few books, in comparison, are printed in Amharic and even fewer in local languages, of which there are 83. It is seen as the language of the educated, breaking regional boundaries and giving opportunities for well-paid jobs overseas or with international NGOs and organisations. Because Ethiopia is such a diverse country, its schools are equally diverse. Whilst some government schools in the capital Addis Ababa are well-resourced, others in the rural areas may lack desks or even classrooms – classes being held outside under a tree. With few textbooks in some schools and classes in some cases of 100 children or more, teachers rely on the blackboard, traditional methods of teaching (often rote-learning) and their own creativity. What resources do teachers have? There are few libraries in schools. The Internet is a luxury, rarely available even in universities. As has always been the case, the best teachers make a lot out of nothing. With paper, cardboard and pens, they create wall charts and instructional diagrams. They recycle paper and packaging, bringing it into classes to use as realia. The Gulf News that wraps the bread becomes a reading text for a secondary school class. Bottle tops become counters and 2 batteries, a wire and a bulb turn into a very effective demonstration. Creativity is king. Some recent innovations in the Ethiopian education system have been: mobile schools, radio English and teaching via Plasma television broadcasts. The mobile schools are located in the regions with pastoralist communities, for example Afar. For certain months of the year, when the herds are on the move, a few teachers join the nomads, travelling with the children and delivering classes in the open air. Radio English is a government initiative which broadcasts one hour of English a week to primary schools. As always with technology, this assumes the radios are working and the batteries aren’t dead – never a guarantee. Plasma English is more controversial. Every secondary school in the country is equipped with at least one Plasma TV and broadcasts of most subjects are beamed in every day. 60% of all English classes are taught using Plasma. The original idea was that there should be equality of education for all children throughout the country and this would be achieved by giving them all the same educational broadcasts. Unfortunately this noble idea rises or falls with the quality of the broadcasts and, as it stands at the moment, the English programmes are little more than a “talking head” that lectures to the students. What of the “one laptop per child” initiative? Ethiopia is part of the pilot programme and laptops have been distributed to some schools. Yet this seems to be a leap too far into the future. There is enough dust, viruses and power shortages at the Ministry of Education, let alone a rural village, for computers to become damaged and ineffective. As with any form of technology, they are just a tool and are no guarantee of a good education. An inspiring teacher working with chalk and board is, I believe, far more effective than any amount of gadgets and software. Although the country doesn’t want to be left behind in the IT era, there are far more pressing

needs Ethiopia must meet: providing students with a desk, a textbook and access to a toilet would be a more useful start.

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Conference Newsletter 2009

In the last few years, new English curricula have been drawn up for schools, colleges and universities. The focus is on communicative English skills and student-centred teaching methodology, with students reflecting on their learning both inside and outside the classroom. Suggestions for autonomous learning outside the class have been incorporated. English Language Improvement Centres, akin to self-access centres, have been set up in many tertiary institutions to enrich the English language opportunities for both students and instructors. These centres not only act as English drop-in centres but also run activities such as English methodology training, debating societies, tutorials for female students and movie clubs. The hope is that, by improving the language proficiency and teaching skills of teacher trainees and educators, the next generation of teachers will be better prepared and more confident to deliver quality English classes in schools. English classes can be large (100 students or more) and multilevel (an 8-year-old studying with a teenager). How communicative and student-centred can such classes be? It is a great challenge for a teacher to know the names of all the students, let alone give them all opportunities to speak or have their writing marked. Yet, communicative inroads are being made. It is not uncommon to see students working in pairs or groups, with the teacher walking around monitoring. Roleplays occur at the front of the class. Students make their own wall charts and posters. Songs are sung and instructions are given in English, with the whole class clapping the student who gives a correct answer. The volume of chatter in English rises and the head teacher no longer looks in on the class to quieten it down. Communicative English is boldly coming out of the theory books and into the classrooms. Independent learning is a challenge when even learning in the classroom is not without its obstacles. There are limited (if not, non-existent) resources and opportunities for study outside the class. Many families need their children to work (shining shoes, herding cows and shepherding sheep) and allowing them a few hours a day to attend school is a luxury in itself. And when the sun goes down at 6 o’clock, doing homework by candlelight may be the best independent learning one can do. In many developing countries, teachers are amongst the most respected of professions. In Ethiopia, it is sad to see that this is not really the case. Status is inextricably linked with salary. For a primary school teacher, this could equate to 60 dollars a month. Even in a country as poor as Ethiopia, 2 dollars a day is barely enough to make ends meet. Those who can, undertake almost any other profession. Those who can’t, become teachers. In a recent study, an estimated 90 percent of teacher candidates interviewed did not identify the teaching profession as their preferred career. These are huge challenges for the country and many obstacles lie in the path. It is easy to become dispirited if one chooses to focus on these. But the country has huge potential and it is exciting to be part of an education system in which small steps can make a huge difference. There is enormous enthusiasm from students for English and education in general – putting the disaffected students of other countries, surrounded by abundant educational resources and opportunities, to shame. Things can only get better in Ethiopia and it is rewarding to be a part of that. Teaching in Ethiopia makes one fall back on one’s own creativity and strips away the often superficial trappings and tools of IT, handouts and interactive whiteboards and makes one focus on delivering a genuinely effective educational experience. It is hoped that education will lift Ethiopia out of its poverty and at the same time ensure that every child has the opportunity to fulfil his or her potential. Education has the means to end discrimination and harmful traditional practices, and ultimately raise the living standards of all. It has been my privilege to play a small part in this process. Acknowledgement: Photos courtesy of VSO volunteers at the Ethiopian Ministry of Education. Disclaimer: the views expressed here are those of the author and do not necessarily reflect those of VSO or the Ethiopian Ministry of Education

If you are interested in becoming an education volunteer, contact Voluntary Services Overseas through one of their local offices (UK, Canada, the Netherlands, India, the Philippines, Kenya, Uganda) or via their website: www.vso.org.uk

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Learner Independence LI-SIG Speaker, 2009

LILI-SIG Activities

Dr. Ema Ushioda LISIG Co-Chair, David Dixon, PhD Candidate at the University of Warwick, introduces our SIG Speaker Ema started her career teaching English in Japan in 1982, and since then she has gained an international reputation in the fields of autonomy and motivation for language learners. She was at Trinity College, Dublin, for nine years, teaching applied linguistics and working as Institution-wide Language Programmes Coordinator. While at Trinity she completed her PhD on motivation. Then, as a postdoctoral research fellow she engaged in a four-year project on learner autonomy working closely with one of the pioneers of autonomy, David Little. The aims were to explore ways of promoting learner autonomy in foreign language classrooms and to develop and evaluate an Irish version of the European Language Portfolio. Since 2002 Ema has been at the Centre for Applied Linguistics, University of Warwick, UK, where she is an Associate Professor in English Language Teaching and Applied Linguistics. She coordinates the EdD in Applied Linguistics and ELT, and contributes to the research modules. She jointly coordinates the MA module on the Psychology of Language Classroom Practices, and co-teaches on the Introduction to ELT and English Language Studies and Methods MA modules. She has also been an external examiner for many universities, both in Britain and internationally. Ema has conducted in-service courses and workshops on autonomy and motivation for language teachers from France, Germany, the Czech Republic, Denmark, Russia, and Japan. She was recently involved in the CUTE 2 project, researching autonomy and reflective learning among Chinese university academics engaged in online and face-to-face English language training. Her main research interests are motivation and autonomy among language learners and teachers, sociocultural theory, and teacher development. Although she has participated in conferences around the world, this is Ema’s first visit to the UAE. She is very interested to find out first hand about teaching in the Gulf. She is also looking forward to seeing what Dubai is really like and soaking up its unique atmosphere (and the sun). Ema was born and brought up in Ireland and this provides one of her non-academic claims to fame – she is the first Japanese national ever to be born in the Republic of Ireland. Her most recent book is the just-published: Dörnyei, Z. & Ushioda, E. (eds) (2009) Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters. Among her many other publications are: Ushioda, E. (1996) Learner Autonomy 5: The Role of Motivation. Dublin: Authentik. Ushioda, E. (2008) Motivation and good language learners. In C. Griffiths (ed.), Lessons from Good Language Learners (pp.19-34). Cambridge: Cambridge University Press. Ushioda, E. (2007) Motivation, autonomy and sociocultural theory. In P. Benson (ed.), Learner Autonomy 8: Teacher and Learner Perspectives (pp.5-24). Dublin: Authentik. Ushioda, E. (2006) Motivation and autonomy in language learning. In M. Kötter, O. Traxel & S. Gabel (eds), Investigating and Facilitating Language Learning. Papers in Honour of Lienhard Legenhausen (pp.283-295). Trier: Wissenschaftliger Verlag Trier. Smith, R. & Ushioda, E. (in press) Autonomy: under whose control? In R. Pemberton, S. Toogood & A. Barfield (eds), Maintaining Control: Autonomy and Language Learning. Hong Kong: Hong Kong University Press.

Over the years LI-SIG has experimented with many different event formats to cater to varying levels of interest in independent learning: the hugely popular Tactile Tasks and Technical Tips events; the specialist ILC Coordinators’ Forum; ILC Visits; and the introductory certificate course, ILCs: From Plans to Practice. Event reports and photos can be found on our website, http://ilearn.20m.com and http://tailearn.googlepages.com/photoindex. The LI-SIG website also holds a variety of articles, interviews, and ILC/IL tips. If you have an article you would like to share, please contact us via [email protected]. A photo gallery of local and international ILCs is hosted at http://tailearn.googlepages.com/test and archived newsletters are stored at http://tailearn.googlepages.com/home. One of our most successful ventures has been our discussion lists with members from around the world. The ‘ilearn’ group is a valuable resource for those seeking advice and support on a wide range of ILrelated themes. You can join at: http://groups.google.com/group/ilearn2. We also run a support group for distance learners: http://groups.google.com/group/distancelearningissues. Also on the topic of distance learning, we have established a wiki at http://tailearn.pbwiki.com. A second wiki, related to study skills is located at http://ilearnstudyskills.pbwiki.com/. Please visit the sites and contact us to contribute. LI-SIG also hosts a Moodle site for file-sharing at http://learnerindependence.info. Please contact Phil Cozens ([email protected]) for more information about this facility. Finally, LI-SIG is on Facebook, too! In collaboration with the IATEFL Learner Autonomy SIG, we have established a Facebook group: Learner Autonomy and iLearn (http://www.facebook.com/home.php?#/group.php?gid =9164471396). Our SIG is always looking out for new ways to share ideas and spread the word about learner independence, so if you have any suggestions about new ways in which we could support our members, please get in touch!

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Conference Newsletter 2009 Life-long Learner Autonomy Meets Electronic Village Online

Vance Stevens, Petroleum Institute, Abu Dhabi

The latest rendition of the Electronic Village Online (EVO 2009) was held this year in the six week period from January 12 to February 22, 2009, http://evosessions.pbwiki.com. This is the ninth consecutive year that these sessions have been held. Originally conceived as a kind of run-up to the annual TESOL convention, they are offered under the TESOL umbrella but are in fact a grass roots movement where educators volunteer their time to help others learn about each other's expertise. Participants don't have to be TESOL members, the courses are completely free, and they are an embodiment of the kind of program I had in mind for autonomous language teachers as put forward in Stevens 2007. This year, session offerings included libraries for ESL students, teaching English through drama, using images, video, and Web 2.0 in materials development and lesson preparation, collaborative writing, digital storytelling, Internet for beginners, blogging, e-portfolios and digifolios, multiliteracies, and virtual worlds and language learning. This is a healthy menu for teachers wishing to upgrade skills in areas vital to their craft. Improvement is likely to be the outcome, as the sessions are mounted in a framework of comprehensive training of moderators and quality control throughout. Proposals for sessions are collected early, in time for aspiring moderators to go through a program of systematic introduction to EVO culture. The training ensures that all moderators actually develop materials for their sessions and get them online by the end of the year. Candidates having trouble meeting the benchmarks either shape up or wisely decide to defer their session until they truly have the time to meet the serious demands about to be made on them. When at the end of January the courses open to participants, they have been through a crucible and are therefore among the best and most accessible opportunities for professional development available at no cost to educators on this planet. Although participant numbers tend to overwhelm moderators, I'm most surprised that relatively few avail themselves of this opportunity to upgrade their skills. It's possible that many are either unaware of them, or hesitant or too busy to try and adjust to an online environment. In fact, the session moderators and participants go out of their way to help each newcomer adapt to the new surroundings. Accordingly, the most interesting aspect to these courses is not to be found in the descriptions of the courses themselves. Earl Stevick said in one of his books that the quality of the learning that takes place when we focus our attention only on the items to be learned is different from (and probably inferior to) the quality of learning that is incidental to something else that we are trying to do (1982). I applaud David Warlick's concept of teachers being “master learners” (which he mentions in recent podcasts) and Stephen Downes's characterization of teaching being to model and to demonstrate, and learning being to practice and reflect cited in Stevens 2007. In this respect, if teachers want

to improve their craft, the way to do it is to engage in a cycle of teaching and learning with practitioners who model and demonstrate AND practice and reflect, because in reality, we are all at once teachers and learners. THIS is what these sessions actually inculcate: how to interact socially online with people you've never actually met and in the process learn like you've never learned before. But in order to do this for the first time, you have to have an open mind and be willing to ACT on your potential as an autonomous learner. Suzanne and Ron Scollon suggested that interactions mediated by computers tend to be patterned not as a conduit but more like a berry bush (1982). When that was written, the dominant metaphor in education and training was the conduit, and many trainers still operate under that premise. EVO models a berry bush approach to learning through technology, where users are presented with choices and encouraged to select the most appetizing ones, rather than expect to be taught stepwise, and feel they are behind if they missed the first few lessons. Teachers seeking to both be and coach autonomous learners would do well to become involved with these sessions next year. Participants emerging from them often credit EVO with having brought about true change in their approach to personal and learner autonomy. References Scollon, Suzanne & Ron Scollon. 1982. RUN TRILOGY: Can Tommy Read? Paper presented at the symposium Children's response to a literate environment: literacy before schooling, University of Victoria, October 9, 1982. Stevens, Vance. (2007). The Multiliterate Autonomous Learner: Teacher Attitudes and the Inculcation of Strategies for Lifelong Learning Independence, Winter 2007 (Issue 42) . Available: http://www.learnerautonomy.org/VanceStevens.pdf Stevick, E. 1982. Teaching and learning languages. New York: Cambridge University Press.

ILCs 4 Schools The acquisition of independent learning and research skills is vital in a child's development. However, to date, few schools in the Gulf region have resource areas aimed at promoting independent learning skills for languages or any other field. LILI-SIG is keen to assist schools in setting up such facilities, so if your school is interested in such a project, don’t hesitate to contact us!

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Learner Independence

Q ‘n’ A with Sara Cotterall LI-SIG Speaker, TACON 2007

Sara Cotterall was one of the two international speakers who presented papers on learner autonomy and independent learning at the TESOL Arabia 2007 Conference. Sara has been working in language education since 1980. She began her career teaching English in Europe, then worked in Australia and China before taking up a position at Victoria University of Wellington (VUW) New Zealand, where she worked for 18 years. At VUW she was involved in language teacher education, academic writing and English for Academic Purposes programmes. From 1996 to 2002 Sara was a co-convenor of the AILA Scientific Commission on Learner Autonomy in Language Learning, and from April 2005, until very recently, Sara taught courses in Speech Communication and Independent Language Learning at Akita International University in Japan. Her research interest is in learner autonomy as a means of promoting effective language learning. She has recently returned ‘down under’ where she is starting a PhD course.. In your experience of dealing with different nationalities, what differences have you noted in the adoption of independent learning?

Basically, I don’t believe it is possible to make valid generalisations across my view, in a teacher nationalities. I remember a standing in a room and young male Indonesian student I worked with in New Zealand transmitting more than 20 years ago who I information to learners. used to refer to as “the quintessential autonomous What is important is to learner”. He seemed to focus attention on the instinctively know how to set up opportunities to practise his means of obtaining, language skills, how to measure evaluating, critiquing his progress and also how to select suitable materials for the and potentially tasks he set himself. When I applying knowledge.” think of myself, I note that I am much more willing to be independent in learning how to do new things on the computer than I am in cooking! So I think that an individual’s “setting” in relation to independent learning can vary in terms of the task (s)he is focusing on. Therefore, basically, all bets are off when it comes to generalisations! However, there are definitely some obvious advantages when working with a group of learners from a particular language background. An important advantage is the potential for using the learners’ first language to explain the rationale behind independent learning. This is a complex topic, so communicating the ideas clearly is a must. There is no point, in

What were the greatest differences between teaching students in New Zealand and Japan?

There were lots of differences. But if I compare the international EAP and Writing skills students I taught in NZ with the Japanese undergraduates who were preparing for a year of study abroad, the key difference was in the students’ appreciation of the need to develop independent learning skills. If they had remained in Japan, they probably could have survived without needing to know how to manage and evaluate their own learning. But for international students who come to NZ, any difference between their level of language and learning competence and the level required to learn successfully is immediately obvious. As a result the “starting point” for the two groups of students had to be different. In Japan, I spent quite a lot of time using case studies of students I had worked with in the past, to help my Japanese students understand some of the challenges, and to get them thinking about ways of approaching them. In NZ, it was possible to take tasks and difficulties from the students’ own simultaneous learning experiences. Obviously, there is also a major difference in the availability of opportunities to practise, and of suitable materials to practise with. In Japan my colleague Garold Murray had established an excellent Self Access Centre at the university before I arrived. This provided both a place for students to practise, and a site for us to introduce metacognitive skills about managing and monitoring learning. There are doubtless also some cultural differences that teachers who work in Japan can use positively in their teaching. One obvious example is the group culture which pervades all social situations in Japan. Once I learned how to exploit this – i.e. by always organising learning tasks as group activities, and also by talking about group dynamics and expectations in Western settings – my classes became much more successful. In NZ, on the other hand, I was working with groups of mixed nationalities, so it was much more difficult to make use of these kinds of characteristics. How do you think independent learning could be better integrated into traditional classroom activities?

I think I see this question the other way around. I think that all teaching and learning needs to be designed with a view to making the teacher redundant. There is no point, in my view, in a teacher standing in a room and transmitting information to learners. What is important is to focus attention on the means of obtaining, evaluating, critiquing and potentially applying knowledge. Therefore every class in the curriculum – Geography, Mathematics, History – needs to be designed so as to

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Conference Newsletter 2009

impart these skills. Talking explicitly about these skills is a good start, as is clarifying the purpose of every task presented to the learners, and tying it to goals. To give a concrete example, if a teacher is introducing a reading text to a group of learners, (s)he needs to talk about (and demonstrate) different ways of reading the text, discuss why it is being included in the class, and, in particular, talk about what learners can do if they strike difficulties when reading it. In this way the reading lesson on any given day is an opportunity to better understand how to read ANY text, and not just a focus on content. After all, if learners gradually build know-how and confidence (a key factor) in reading independently, they will be able to access the content they need without being guided through the task by a teacher. How can ‘teaching’ an awareness of learning strategies best be approached and do you feel that there is still a place in the ILC for paper-based materials, games etc?

I believe the best way to approach strategies is by adopting a problem-solution focus. Strategies are useful when learners get “stuck” on something (in their reading, their writing etc). So, if a repertoire of strategies is introduced and trialled as a means of helping solve learning problems, learners can see the point of it. As for including games and paper-based materials in an ILC - sure. Everyone is different, and people like to learn differently. I think I subscribe to the “supermarket” approach to Learning Centres. We can’t second guess all our learners’ preferences, so it’s our job to provide as many different types of materials and ways of working as we can. Part of our job as learning advisors then includes making sure that people experiment with a range of materials and learning approaches, rather than just sticking to their old favourites! How do you feel that 21st century skills overlap with the concepts of IL?

Totally. The ability to determine needs, to problem solve, to identify appropriate materials, skills and solutions– these skills are essential to life in the 21st century. These skills, tied to metacognitive knowledge about the special characteristics of language learning, formed the centrepiece of the course on Independent Learning that Garold and I taught at AIU in Japan. We felt confident that this core of knowledge and skill that the learners acquired during the IL course would be useful not only in their other university courses, but also in other life situations. Many of them said as much at the end of the course. We have a paper on that course coming out in the next issue of System.

What are the hot topics or big issues in independent learning in NZ and/or Australia?

This is an interesting question for me to think about as I am no longer working directly in the field of Independent Learning. However at the forthcoming Independent Learning Association conference to be held in Hong Kong in June this year, the key areas include assessment, teacher education, e-learning, management of learning centres and self-directed and self access learning. I am particularly interested in encouraging learners to develop their own measures of learning. I consider this important because learners need to know that what they are doing in the Self Access Centre (or at home in their own time) is in fact helping them achieve their goals. What I found with my Japanese students was that the effort they put into designing learning measures both motivated them, and helped them better understand the skills they were trying to develop. I presented a paper on this at the last Independent Learning Association conference in Japan but have only published a version of it on the web in Spanish so far! Sorry about that! We would like to thank Sara for responding so quickly to our request for an interview and hope to see her back in Dubai very soon.

TESOL Arabia Book Drive The Book Drive is getting back into action this year, with plans to increase donations in the UAE as well as seek ways to ship books to universities and schools overseas. Donate books at the conference! Contact: [email protected]

IL + IL Equals a Sum Greater Than its Parts Mark Karstad Leveraging independent learning (IL) skills with information literacy (IL) is all about trying to get students to learn how to seek their own learning materials rather than being force-fed by teachers. It is about empowering students with appropriate search skills instead of providing a hyperlink. This approach encourages students to think about 'ownership' rights and e-commerce of content that appears to be 'freely' available on the Internet. I am as guilty as the next teacher, and have sent out hyperlinks copied from a site and asked my students to follow them to read something, and respond. Unintentionally, this removes a wonderful learning opportunity. I propose, rather than force-feeding your students, you try the following process the next time you have an urge to pass out a hyperlink. First, discuss the topic that you want to address – introduce your topic as the search string that you intend to use. Write it all down on the board as you collectively construct it. Then ask students to go to Google, search and visit the site. On the way, if the site you intend to use is three or four results down the list on Google, discuss these search results and teach your students how to focus on information that is relevant to the search as well as the different results’ urls below each search 'hit' as these can provide a lot of information about sites without having to visit them. By asking students to search on topics rather than follow links, and by also guiding them to search your library’s online catalogue (don't always use Google), students will learn that libraries are not just filled with books on shelves but are huge sources of digital research information too. Finally, for those who have blended courses with hyperlinks to pages deep inside other people's or companies’ web sites – beware! International copyright law is moving towards limiting direct linking like this which bypasses portions of a website that might generate income. This is considered damaging to the company you link to since they can lose potential income. In such cases, only provide instructions to visit a search engine or the main page of a company site and then ask students to search for what they want from there. Don't link to it! Let your students find it themselves. One practical benefit is that if the website you were originally linking to were to be reorganized, searching the site from the main page for a document or page will often be more successful than students finding broken links in your eLearning materials! Mark held the post of ILC Coordinator at HCT-Dubai Women's College from 2003 to 2008. He is currently a Consultant for NAIT (Northern Alberta Institute of Technology) in Edmonton Alberta, Canada. The role he plays is that of an Instructional Designer developing courses and specializing in multimedia development and project management for two new Degrees at NAIT: Bachelor of Business Administration, 'Enterprise' and Bachelor of Technology (BTech) in Technology Management.

Meet the Eds S I G P u b l i c a t i o n Phil Cozens PI, Abu Dhabi Coordinator Raymond Sheehan HCT-RKM Proof-reader Heather Baba HCT-ADMC Layout

A BIG ‘Thank You’ to all our contributors!

This volume is a TESOL Arabia Special Edition entitled Independent Learning Schemes: A Practical Approach. It contains a selection of articles about varied aspects of independent learning and ILCs, case studies of independent learning facilities in schools and at the tertiary level, and an A – Z of practical tips, ideas and advice written collaboratively by ILC practitioners from around the world. This hands-on approach can be applied in many permutations of independent learning schemes ranging from the traditional to the virtual.

LI-SIG Research Event: 2 May, 2009 At this event local educators present their research in the fields of learner autonomy, learning strategies, motivation, educational technology, study skills ... To share your research at this event, please contact [email protected]. Venue: Fatima College of Health Sciences, Abu Dhabi Campus

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