Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees

5.00
Hdl Handle:
http://hdl.handle.net/10547/335859
Title:
Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees
Authors:
Moya, Mario Raul Angel
Abstract:
This study was underpinned by the work of Rubin (1975), O'Malley & Chamot (1990), Oxford (2011), and Cohen & Macaro (2007), all of whom acknowledge that there are various automatic and unconscious strategies that learners use in their first language (L1) that can also be used when learning another language (L2). This premise is the foundation of the strategy-based instruction (SBI), proposing the development of self-regulation of learning through the use of meta-cognition to assist learners in identifying and using strategies to facilitate L2 learning. A modified version of this approach, incorporating an element of collaborative learning within a model of cognitive apprenticeship, was used to simultaneously develop trainees' L2 subject knowledge and teaching skills.
Affiliation:
University of Bedfordshire
Citation:
Moya, M. (2014) 'Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees', Journal of Pedagogic Development, 4 (1), pp.3-12.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2014
URI:
http://hdl.handle.net/10547/335859
Additional Links:
http://www.beds.ac.uk/jpd/volume-4-issue-1/developing-a-strategy-based-instruction-approach-to-teaching-and-learning-modern-languages-to-train-ab-initio-primary-pgce-trainees
Type:
Article
Language:
en
Series/Report no.:
Volume 4; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorMoya, Mario Raul Angelen
dc.date.accessioned2014-11-20T13:35:38Z-
dc.date.available2014-11-20T13:35:38Z-
dc.date.issued2014-03-
dc.identifier.citationMoya, M. (2014) 'Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees', Journal of Pedagogic Development, 4 (1), pp.3-12.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335859-
dc.description.abstractThis study was underpinned by the work of Rubin (1975), O'Malley & Chamot (1990), Oxford (2011), and Cohen & Macaro (2007), all of whom acknowledge that there are various automatic and unconscious strategies that learners use in their first language (L1) that can also be used when learning another language (L2). This premise is the foundation of the strategy-based instruction (SBI), proposing the development of self-regulation of learning through the use of meta-cognition to assist learners in identifying and using strategies to facilitate L2 learning. A modified version of this approach, incorporating an element of collaborative learning within a model of cognitive apprenticeship, was used to simultaneously develop trainees' L2 subject knowledge and teaching skills.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-1/developing-a-strategy-based-instruction-approach-to-teaching-and-learning-modern-languages-to-train-ab-initio-primary-pgce-traineesen
dc.subjectPGCEen
dc.subjectprimary educationen
dc.subjectteacher trainingen
dc.subjectmodern languagesen
dc.subjectlanguage teachingen
dc.titleDeveloping a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE traineesen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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