Studying and Learning a New Language

• In Event: College Readiness: Connections Between High School Lessons and Self-Regulated Learning

Abstract

Objectives or purposes
Research on self-regulated learning in the foreign language curriculum is limited relative to other secondary disciplines such as reading and mathematics. The purpose of this paper is to present an analysis of two case studies; lessons on teaching an introductory and advanced level Spanish class using a self-regulated learning lens. The expertise of the world language teacher presents differently than in other subjects. She is usually the only one in the classroom who actually speaks the language fluently. She has the depth of knowledge and efficacy to switch between two or more languages, and for that reason, there is the potential of a great divide between the expert and the novice. However, self-regulated learning strategies can level the playing field.

Perspective(s) or theoretical framework
We use Zimmerman and Schunk’s three cyclical phases of SRL and examine the lessons for evidence on the use of standards and the role of mentoring and modeling in instruction and learning.

Methods, techniques, or modes of inquiry
The method involved a case study analysis based on discussions with the teacher, and a careful analysis of her lesson plans and narratives. The lessons take place in a Long Island private high school in New York.

Data sources, evidence, objects, or materials
Data included examining her lesson plans and narratives for evidence of SRL. Based on empirical research, outstanding teachers should be using the processes in self-regulated learning to help their students become self-directed. Our description of her lessons is rich in detail and includes numerous examples of SRL in action in addition to ways in which the teacher meets the language standards.

Results and/or substantiated conclusions or warrants for arguments/point of view
Findings reveal that the Spanish teacher is an agent of change. She motivates the students and is intentional as she creates a climate in which there is reciprocity between the environmental, behavioral, and cognitive conditions for learning. The teacher integrates the standards and models and mentors her students during instruction. Our presentation will elaborate on these findings.

Scientific or scholarly significance of the study or work
This case study analysis provides significant insight into SRL processes in the dynamic classroom. The lessons and narratives make it clear that many learning activities reflect self-regulation principles. Most students who have studied language in high school enter college qualifying only for the novice level of a language already studied. The current assessment of being language-ready to compete in a global economy calls for new approaches to the teaching and learning of world languages; specifically, the recognition of self-regulation learning strategies as significant factors in obtaining proficiency (Chamot, 2014) and in ensuring college readiness.

Authors

• Marie Catherine White, Nyack College

• Miriam Velez, Nyack College

• Maria Angelica Jean-Pierre, Valley Stream Christian Academy