1. DISTANCE SUPPORT FOR
LANGUAGE LEARNERS ON
LOCATION – A NEW
APPROACH
Cathy Bow
Advising for Language Learner Autonomy
Kanda University of International Studies, Japan
IATEFL Learner Autonomy Special Interest Group
(LASIG)
November 12th 2011
Virtual presentation V4

2. BACKGROUND
 Research on autonomy in language learning
usually focuses on structured programs
 Language classrooms
 Distance programs
 Self-access centres
 Many language learners live in intensive cultural
immersion situations
 Learners living on location where target language
spoken but not engaged in formal programs are
among most autonomous language learners of all
 Yet outside the domain of much SLA research

3. LANGUAGE LEARNERS ‘IN THE WILD’
 Autonomous learners outside formal
programs are required to develop and
maintain their own language program
 Often with minimal support
 Struggle to move beyond intermediate levels
 Lack of assessment opportunities
 Harder to research these learners
 Different
needs
 Less homogeneity

4. LANGUAGE LEARNERS ‘IN THE WILD’
 Variety of different living, working and
learning contexts
 Distinct demands on time
 Various opportunities and needs for
learning and using the language
 Professional
 Functional
 Social life

5. CONTEXT OF STUDY
 Christian missionaries working in a range of
cross-cultural contexts
 Estimate 5000 Australians in active
missionary service
 Activities include medical work, community
development, education, social justice,
business, training, translation, teaching, IT, etc
 Also more traditional areas such as
evangelism, church planting, theological
training

6. RESEARCH FOCUS
 Australian Christian missionary agency
 An evangelical, voluntary, lay, church
society affiliated with one of the larger
mainstream Protestant denominations
 Nearly 200 missionaries serving in over 35
countries
 Mostly tertiary-educated, many with young
families, going for 6-10 years
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7. MAP OF PARTICIPANT LOCATIONS
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8. LANGUAGE SUPPORT PROGRAM
 Mission agency established program of
distance support to in-field staff learning
lgs
 First 3 year term of service
 Includes pre-field preparation for language
learning
 Practical language learning
experience
 Encourage self-directed lg learning
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 Basic phonetics & linguistic principles

9. ONGOING SUPPORT PROGRAM
 Face to face contact just before departure
 Contact at specific points throughout term
 Year 1: from departure date
 6 weeks, 3, 6, 9, 12 months
 Years 2 & 3: every 8 months
 20, 28, 36 months – end 3 year term
 Follow-up on return to Australia
 Optional additional support as required
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10. ONLINE SUPPORT
 Moodle learning management system
(LMS) or virtual learning environment
(VLE)
 Free web application for educators to
create effective online learning sites
 Used here for
 Uploading resources
 Self-assessment & other
questionnaires
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 Annual discussion forum

11. MOODLE SITE
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12. CURRENT STATUS OF PROGRAM
 72 people currently being tracked
 5 cohorts currently on field (46 people)
 First cohort just returned (6) – following up
 2 cohorts yet to depart (20)
 Regular email contact with around 50%
 Minimal interaction on Moodle
 Skype calls more popular with individuals
 Some constrained by internet limitations
 Facebook posts provide some insight 12

13. ADVISING FROM A DISTANCE
 Services offered by distance advisor
 Discuss language issues
 Offer encouragement and advice
 Identify areas of concern
 Troubleshoot solutions
 Invite learners to reflect on experience
and process of language learning
 Provide feedback on issues raised
 Suggest useful resources
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14. BENEFITS
 Involves intentional relationship with
learners
 Opportunities to reflect on and discuss LL
issues
 Regular contact with learners on field
 Encourage progress
 Identify areas of concern
 Give advice as appropriate
 Provide additional resources
 Promote elf-evaluation and accountability
 Importance of cohort – peer support

15. CHALLENGES
 Learners engage at different levels
 Lack of response to invitations to engage
 Time, family, work constraints
 Goals/expectations of learners differ according
to context
 Advisor is neither teacher nor speaker of
target language/s
 Lack of face-to-face connection post-
departure
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 Current lack of structured mechanism for

16. EXPANSION POTENTIAL
 Expand data collection to include
 Language learning plan (pre-departure)
 Emails & skype interaction
 Forum posts
 Facebook posts, newsletters to supporters
 Portfolios
 Learner narratives
 Ethical issues in data collection

17. POTENTIAL SIGNIFICANCE
 Opportunity to provide rich source of data
from under-researched language learners
 Can shed light on needs, practices and
achievements of language learners in
unstructured learning situations
 Potential to extend the range of ‘advising’
to incorporate those outside the usual
domains of SLA research

18. FOLLOW-UP
 For opportunity to discuss this program
further, please contact
Cathy Bow
cbow@unimelb.edu.au