1. Strategy-based Instruction (SBI) for Children with additional languages
Dr. Anas Hajar
Research fellow at Canterbury Christ Church University

2. The inspirations for this presentation came from . . .
Research on Language Learning Strategies

3. Terminology
The term “strategy” is derived from warfare. Although some find the aggressive derivation unfortunate, others find likening the learning of language to a battle quite appropriate (Trendak, 2015, p.30).

4. What are language learning strategies?
LLSs are “activities consciously chosen by learners for the purpose of regulating their own language learning” (Griffiths, 2013, p. 36).
Dörnyei and Ryan (2015) discuss the issues surrounding the theoretical challenges of LLS research

5. Why do some L2 learners do well but others don’t although they might receive similar amounts of exposure to the target language?
“Often poor learners don’t have a clue as to how good learners arrive at their answers and feel they can never perform as good learners do. By revealing the process, this myth can be exposed.” (Rubin,1990: 282)

6. Using visual metaphors to show possible outcomes of learning strategy use

7. Using visual metaphors to show possible outcomes of learning strategy use

8. List 1 
WHO
GAP
SEW
PIE
NIL
VOW
BAY
SIT
WAG
TIE
OWN
DIG
DEN
AWE
List 1 
WHO
GAP
SEW
PIE
NIL
VOW
BAY
SIT
WAG
TIE
OWN
DIG
DEN
AWE
List 2
ARM
LEG
EYE
PIG
FOX
DOG
CAT
MAN
BOY
SON
MUM
DAD
BAD
SAD

9. Grouping strategy:
Classifying language material into meaningful units, either mentally or in writing, to make the material easier to remember.
Representing sounds in memory

10. Examples of English words of Arabic origin
Chemistry
al-kīmīāʾ
Coffee
qahwa
Cotton
qutn
Sugar
sukkar
Sofa
soffa
Gazelle
ghazāl
Jumper
jubba
Guitar
kitarra
Sash
shāsh
Associating strategy:
involves associating new language information with familiar one already in memory.
The associations can be simple or complex, but they must be meaningful to the learner

11. Examples of Spanish and Italian words of Arabic origin
Spanish words
Italian words
Hasta
Hata (until)
Aciete
az-zait (oil)
Almohada
(pillow)
Azúcar
Sukkar (sugar)
ZUCCHERO
(Sugar)
CAFFE´
(coffee)
CAMMELLO
(camel)
ALBICOCCA
(Apricot)

12. How different is strategy-based instruction from “regular” teaching?
What makes some strategy-based instruction successful and other strategy- based instruction not so successful?

13. Strategy instruction
LLSs can be provided by teachers, textbooks, or websites

14. http://www.carla.umn.edu/strategies/sp_grammar /index.html

15. The Elements of Strategy Instruction
(1) awareness raising
(2) presentation,
(3) providing multiple practice opportunities,
and (4) Getting learners to evaluate the effectiveness of the strategies.

16. Strategy Instruction for Young Children
All second language learners use strategies - BUT
“Good” language learners use more varied strategies and use them more flexibly.
How can we raise younger learner’s consciousness of what strategies are and which strategies they are already using?

17. According to Rubin et al
According to Rubin et al. (2007), teachers can initiate class discussions about strategies that their students use for typical assignments:
learning new vocabulary or grammatical structures,
understanding what they have read,
figuring out how to write something in the L2.

18. Strategy Instruction for Young Children
Interviews with students
Student think-alouds
Class discussion about strategies
Questionnaires and checklists
Students are often interested in hearing about the strategies used by their classmates.

19. a) Name the strategy Give the strategy a name:
“This strategy is called Make Inferences.”
Use an illustration, this way it
will be easier for students to
understand and remember the
strategy.

20. (b) Explain how to use the strategy
Tell students what the strategy means and how to use it. For example:
“This strategy is called Make Inferences. Make Inferences can help us figure out the meaning of a story by using clues such as the content, pictures or specific words in the story. If you do not know what a word means, try to read other sentences to figure it out.”

21. Example: Presentation
You/students read “Froggy gets dressed”
Ask students again: “What kind of weather is Froggy preparing for? “
Tell students that they are learning to guess what a story is about using a picture and information that they already know.
“Using the pictures to guess what a story is about is a strategy called Make Inferences.
Using this strategy can help you
understand a story that you are reading
or listening.”
Model the strategy by thinking aloud.
Say, for example, “In this picture the
frog is putting on his socks. I think it is going out.”

22. Awareness can be raised through various means:
asking how learners performed specific classroom tasks (e.g., through retrospective verbal report),
encouraging question and answer sessions in class about language learning and use,

23. Strategy Instruction for Immigrant and Refugee Children
“Developing Mental Orthographic Representations in Low Literate Refugee Spellers” (Smyser and Alt, 2016)
Does high variability in the visual input help refugees to correctly spell vocabulary words taught in their ESL classes better than low variability visual input?
Do refugees learn better when stimuli are presented in contexts that are high or low in linguistic complexity?

24. Applying Complexity and Variability to Refugee Learners
High Visual Variability - Low Complexity (Single Word)
High Visual Variability - High Complexity (Word in Sentence)

25. name

26. name

27. name

28. name

29. name

30. name

31. name

32. phone

33. phone

34. phone

35. phone

36. phone

37. phone

38. phone

39. phone

40. Do you know her full name?

41. I don’t have a middle name.

42. Its official name is a résumé.

43. Is your son’s name Michael?

44. Challenges
Choice of appropriate tasks: “If the task is too easy, students will not need strategies to succeed; they may therefore see strategies as a waste of time. However, if the task is too difficult students may not be able to succeed even when they do use appropriate strategies.” (Chamot et al.,1999: 99)

45. Challenges
What language do you use for strategy instruction: L1, L2, or both?

46. Prominent scholars in LLS field
Andrew Cohen Carol Griffiths
Rebecca Oxford