Learner Accountability in Language Learning
One major misconception which underlies learning a language - or any other subject is: who takes responsibility for the learning? Most text books and courses are designed to aim at the developmental stage of the learners’ mental and psychological skills and abilities. Also, the authors of these books take into consideration the level of language presented to the learners. What this perfection creates in the mind of the learner is to trust – or rather entrust - their learning process to de dictated by the course book. Another important point here is that the mind is sent a message to give up its role of managing the learning and being accountable for the results. Consequently, the learners’ readiness and effort levels are synchronized to the requirements of the course book.
Set learning targets:
Real life learning usually happens when we are under pressure to achieve a specific goal: it can be getting a driver’s license; a place in the team; a promotion; etc. How does a goal affect the learning process here? Naturally, we would measure our progress. And we, consequently, would blame ourselves for any deficiency or failure to achieve the goal. We would be assessing every action we take in light of the goal. We would eliminate all actions that weren’t contributing directly to forward movement and focus on the positive endeavors that would duly advance our cause. And who takes these decisions for us? It is our minds. Our minds assess all our actions and eliminate the non-contributing factors. However, in the classroom environment, would our minds have the authority to moderate our learning? Or would we hold ourselves accountable for our progress? The answer would normally be that the responsibility is referred back to the course designers. So, the result is: no one is responsible or accountable for the progress that is made in the classroom.
Identify learning strategy:
We all have our own way to learn different subjects and skills, and we learn this from experience and being accountable for our own learning. In the classroom, students should pay attention to the suggestions from the teacher as to the best way to learn something, and they should also not be afraid to experiment with different ways. If a student is trying a certain strategy, but the results do not show improvement, then it is time to try a different strategy. Furthermore, a strategy that works for a certain subject or skill does not necessarily work for other subjects or skills. When a student experiments with the different strategies, it would be easier for them to identify the most appropriate that would yield the best results.
Individualize learning style:
When we set goals for ourselves, our brains give us the right coordinates of our ability to progress. The message I get from my brain is essentially different from another learner’s message. I like to measure my progress by interacting directly with the language in a natural way and measuring if my language competency has improved; the goal for another person may be to be able to hold a dialogue with a native of the language, and for a third it could be to sit the exam. The main thing is that goals to guide and measure our learning are ingrained in our knowledge of ourselves, our confidence of how much progress we can make, and the best tools that we would normally use for preparation and study. Course book goals are set for the best possible education situation, but they do not necessarily correspond to individual needs.
Interact with real language:
When we study a book aimed at B1 in English, for example, we immediately get the message that the input we should deal with is limited to the specified book level. This would restrict our readiness to expose ourselves and our brains to the real language. The books may provide some content, but when we try to put what we have learnt in such level into practice, we might find that our skills are not developed enough. So, what we need is to continuously interact with the live language. Interaction with the real language would send the right messages to the brain, and then, we would be able to assess our development and our skills more accurately.
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Escape limitation:
Limiting our learning to a specific content creates a safe zone and sometimes a block to the real language. Books usually simplify and deconstruct the linguistic content to be understandable and teachable in units. However, in life, this is rarely the case. Language is dynamic and works in ways that are more complex than we can imagine. So, the proper way is, it is okay to be level B1 for example, but to be rooted in real language not a course book. The brain, when interacting with real language, will be able to modify the learning strategy to adapt to the intensity of the real language.
Make, do not take:
Learners lose their voices in the learning process for the wrong reasons and when educational methodologies like learner-centrism try to make the learner the focus of the process, the learners are not able to embrace the concept. That is because the learners were required to position themselves in a process they did not choose. To inject life into the education process again, learners need to take full responsibility for their learning, select their best learning strategies and adapt the material in a way that works for them. To be able to do that, learners need to have a robust understanding of themselves. They will need to know their own best learning techniques, be familiar with contemporary education techniques and philosophies and participate in the course book building and selection.
Take a step beyond:
The books are either a starting point or a resource for reinforcement, and that it is up to learners to use this information and take it one step beyond, linking what they have learned to use in real life. In order to do this, it is important for learners to remember that what they are learning in class, is not only for use in the classroom or in a test, but can also be used and applied outside the classroom. One way to do this is to use the language as much as possible, inside as well as outside of class. When learners use the language outside the classroom, they automatically realize the real-life situation in which the language can be used. While in the classroom, using the language in realistic situations for the learners’ environment helps them to link the language to the real-life situation. This can be further reinforced by simply taking the time to talk about events happening in their city, country, or around the world, and this is made easier nowadays because of the access to technology.
Written by:
Nour Negm
Educator entrepreneur interested in combining technology and education to facilitate learning and provide affordable and cost-free learning opportunities. My articles about self-motivation and academic attainment have been published in the United Kingdom, India and Malaysia. I see that value and expertise should be available at hand; and people have the freedom to choose. My YouTube channel “Nour Negm": at:nhttps://www.youtube.com/channel/UCWs3PQqL3L38116tzQAJgMA
Freelance teacher, teacher trainer, and consultant in private and government educational institutions such as the Ministry of Education, World Teach and various universities. Experienced trainer for international examinations such as Cambridge FIRST, ADVANCED, and TOEFL iBT.
