Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners
DOI:
https://doi.org/10.14288/bctj.v7i1.469Keywords:
Adult English as an additional language literacy, Self-regulated learning (SRL) strategy instruction, Self-regulation, Emergent readers, Formal learning strategies, TESOLAbstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Tara L. Penner, Marilyn L. Abbott, Kent K. Lee
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (see below) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
The BC TEAL Journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.