Chapter 5

Chapter five looks at learner control and academic competence.  As an English Language Learner (ELL) student need to be taught how to take control of their learning English.  Teachers need to learn strategies to help students to be in charge of their education.   “How the learner takes responsibility for second-language acquisition (SLA) and what strategies can be used to foster the ability of the learner to be in charge” (Diaz- Rico, Pg. 104).  As teachers we need to help students become in control of their own learning.  To do these teachers must look at two areas the learner autonomy and focus on learning strategies that teach student to become in charge of their education.
Learning autonomy is the learner’s feelings about how they are learning for themselves. This helps build self-motivation and gives students the desire to manage their own education.  If students feel empowered they are going to learn and want to learn.  They will focus on using the second language and feel proud when they accomplish a task.  As teachers we need to look at all students learning autonomy. It’s important we teach student to self manage their own education.  
There are many types of learning strategies that teach students to become in charge of their own education.  “A major aim of classroom instruction should be to equip learners with learning skills that they can employ on their own.” (Diaz- Rico, Pg. 104).  As teachers we need the time to work one on one with students or in small groups at the same time we need students to be able to work independently.   There are indirect and direct learning strategies.  Indirect strategies are used at a level of unconscious or automated performance.  This is usually a preferred activity. Direct strategies are used by learners in a direct way; they are processing the information and trying it out.  Using indirect strategies and direct strategies can help students learn to become in control of their education.

Diaz-Rico, Lynne T. Strategies for Teaching English Language Learners, 2^nd Edition, C. Pearson Education Inc: Boston 2008. Page 104