Senior Lecturer in the Language Centre at the Hong Kong Baptist University. I specialise in devising innovative multi-media language learning resources that scaffold learner autonomy. I have a love of language learning and a passion for helping learners discover how to self-motivate and successfully take ownership of their learning.
Figure 15.1 is an example of a diary form that has been filled out by a first-year Engineering st... more Figure 15.1 is an example of a diary form that has been filled out by a first-year Engineering student as part of the assessment for her self-access language learning (SALL). The course requires her to: create a language learning plan using VELA (Virtual English Language Adviser ) fill out at least three diary forms over a six-week project period meet with peers and her teacher to discuss the content of her diary, consider feedback and advice on learning she’s carried out, and negotiate her planned learning.
Almost twenty years have passed since self-access centres (SACs) became commonplace in universiti... more Almost twenty years have passed since self-access centres (SACs) became commonplace in universities and, in response, language educators have devised a variety of approaches that attempt to activate in learners the capacity for autonomous language learning (ALL). However, such experimentation has often resulted in less than successful pedagogical results, often because of a lack of understanding of the principles underlying the support and development of learner autonomy, or because of constraints imposed by institutions, or a combination of the two. In this presentation we present two complementary approaches which aim at providing opportunities for university students to develop their capacity for autonomous language learning. Both approaches are situated in the context of open-access: one is group-oriented and collaborative, and the other is for individual learners. To illustrate and clarify the ALL principles that underpin both approaches, we use two metaphors: Bamboo Scaffolding (Toogood and Pemberton 2006) and Rigging (derived from a yachting metaphor). Through presenting pedagogical examples, we hope to provide a clear and principled framework which can be applied to the support and development of ALL in other educational environments. Toogood, S. & Pemberton, R. (2006) 'Scaffolding for Self-Access Language Learning and the FTG Model.' In T. Lamb & H. Reinders (eds.) Supporting Independent Language Learning: Issues and Interventions. Peter Lang.abstrac
ANDREW BARFIELD & STEPHEN H. Brown (eds.), Reconstructing autonomy in language education: Inq... more ANDREW BARFIELD & STEPHEN H. Brown (eds.), Reconstructing autonomy in language education: Inquiry and innovation. Basingstoke: Palgrave Macmillan (2007). Pp. xvii + 264. ISBN 13: 978-0-230-00173-2 (hardback). DAVID GARDNER (ed.), Learner autonomy 10: Integration and support. Dublin: Authentik (2007). Pp. 155. ISBN 978-1-905275-02-1 (paperback). TERRY LAMB & HAYO REINDERS (eds.), Supporting independent language learning: Issues and interventions. Frankfurt am Main: Peter Lang (2006). Pp. xii + 277. ISBN 3-631-54131-7 (paperback). RICHARD PEMBERTON, SARAH TOOGOOD & ANDY BARFIELD (eds.), Maintaining control: Autonomy and language learning. Hong Kong: Hong Kong University Press (2009). Pp. xi + 292. ISBN 978-962-209-923-4 (hardback). TERRY LAMB & HAYO REINDERS (eds.), Learner and teacher autonomy: Concepts, realities and responses (AILA Applied Linguistics Series No. 1). Amsterdam: John Benjamins (2008). Pp. vii + 286. ISBN 978-90-272-0517-9 (hardback).
Figure 15.1 is an example of a diary form that has been filled out by a first-year Engineering st... more Figure 15.1 is an example of a diary form that has been filled out by a first-year Engineering student as part of the assessment for her self-access language learning (SALL). The course requires her to: create a language learning plan using VELA (Virtual English Language Adviser ) fill out at least three diary forms over a six-week project period meet with peers and her teacher to discuss the content of her diary, consider feedback and advice on learning she’s carried out, and negotiate her planned learning.
Almost twenty years have passed since self-access centres (SACs) became commonplace in universiti... more Almost twenty years have passed since self-access centres (SACs) became commonplace in universities and, in response, language educators have devised a variety of approaches that attempt to activate in learners the capacity for autonomous language learning (ALL). However, such experimentation has often resulted in less than successful pedagogical results, often because of a lack of understanding of the principles underlying the support and development of learner autonomy, or because of constraints imposed by institutions, or a combination of the two. In this presentation we present two complementary approaches which aim at providing opportunities for university students to develop their capacity for autonomous language learning. Both approaches are situated in the context of open-access: one is group-oriented and collaborative, and the other is for individual learners. To illustrate and clarify the ALL principles that underpin both approaches, we use two metaphors: Bamboo Scaffolding (Toogood and Pemberton 2006) and Rigging (derived from a yachting metaphor). Through presenting pedagogical examples, we hope to provide a clear and principled framework which can be applied to the support and development of ALL in other educational environments. Toogood, S. & Pemberton, R. (2006) 'Scaffolding for Self-Access Language Learning and the FTG Model.' In T. Lamb & H. Reinders (eds.) Supporting Independent Language Learning: Issues and Interventions. Peter Lang.abstrac
ANDREW BARFIELD & STEPHEN H. Brown (eds.), Reconstructing autonomy in language education: Inq... more ANDREW BARFIELD & STEPHEN H. Brown (eds.), Reconstructing autonomy in language education: Inquiry and innovation. Basingstoke: Palgrave Macmillan (2007). Pp. xvii + 264. ISBN 13: 978-0-230-00173-2 (hardback). DAVID GARDNER (ed.), Learner autonomy 10: Integration and support. Dublin: Authentik (2007). Pp. 155. ISBN 978-1-905275-02-1 (paperback). TERRY LAMB & HAYO REINDERS (eds.), Supporting independent language learning: Issues and interventions. Frankfurt am Main: Peter Lang (2006). Pp. xii + 277. ISBN 3-631-54131-7 (paperback). RICHARD PEMBERTON, SARAH TOOGOOD & ANDY BARFIELD (eds.), Maintaining control: Autonomy and language learning. Hong Kong: Hong Kong University Press (2009). Pp. xi + 292. ISBN 978-962-209-923-4 (hardback). TERRY LAMB & HAYO REINDERS (eds.), Learner and teacher autonomy: Concepts, realities and responses (AILA Applied Linguistics Series No. 1). Amsterdam: John Benjamins (2008). Pp. vii + 286. ISBN 978-90-272-0517-9 (hardback).
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Papers by Sarah Toogood