Learning Strategy Instruction in the Language Classroom

Anna Uhl Chamot was Professor Emerita of the Department of Teacher Preparation at George Washington University, USA, as well as Co-Director of the National Capital Language Resource Center. An invited keynote speaker at more than 150 conferences from Singapore to Scotland, she also gave over 600 presentations at major conferences and lecture tours in Estonia, Latvia, Lithuania, Italy and Argentina. She was actively working in the field right up until her death in November 2017.Vee Harris is Visiting Fellow at Goldsmiths College, University of London, UK where she taught the Modern Languages Teacher Education course. Committed to bridging the gap between theory and practice, she has written school textbooks as well as academic books drawing on classroom-based research projects that she has undertaken in collaboration with practising teachers. Her most recent book is Language Learner Strategies (Bloomsbury, 2017), written with her co-author, Professor Michael Grenfell.

This long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom.

• Foreword. Cynthia WhiteIntroduction. Anna U. Chamot and Vee HarrisPart 1. Issues: Models and ContextsChapter 1. Luke Plonsky: Language Learning Strategy Instruction: Recent Research and Future DirectionsChapter 2. Peter Yongqi Gu: Approaches to Learning Strategy InstructionChapter 3. Vee Harris: Diversity and Integration in Language Learning Strategy InstructionChapter 4. Do Coyle: Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated LearningChapter 5. Ernesto Macaro: Language Learner Strategies and Individual DifferencesChapter 6. Marcella Menegale: Integrating Language Learning Strategy Instruction into Content and Language Integrated Learning ProgramsPart 2. Issues: Less Studied and Less Taught Groups of StrategiesChapter 7. Miroslaw Pawlak: Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in EnglishChapter 8. Anna Uhl Chamot and Vee Harris: Language Learning Strategy Instruction for Critical Cultural AwarenessChapter 9. Andrew D. Cohen: Strategy Instruction for Learning and Performing Target-language PragmaticsPart 3. Implications: The LearnersChapter 10. Pamela Gunning, Joanna White, and Christine Busque: Designing Effective Strategy Instruction: Approaches and Materials for Young Language LearnersChapter 11. Angeliki Psaltou-Joycey: Designing Materials and Guidelines for Language Learning Strategy InstructionChapter 12. Anna Uhl Chamot: Differentiation in Language Learning Strategy InstructionChapter 13. Jill Robbins: Teaching Language Learning Strategies with TechnologyPart 4. Implications: The TeachersChapter 14. Christina Gkonou and Rebecca L. Oxford: Teachers’ Formative Assessment, Reflection, and Affective Strategy Instruction in Language Learning Strategy Instruction Teacher EducationChapter 15. Joan Rubin and Claudia Acero Rios: Empowering Teachers to Promote Learner Self-ManagementChapter 16. Anna Uhl Chamot, Vee Harris, Carol Griffiths, Pamela Gunning, Martha Nyikos and Birsen Tutüniș: Teacher Education for Language Learning Strategy Instruction: Approaches and ActivitiesChapter 17. Christine Goh: What We Still Need to Learn About Language Learning Strategies Instruction: Research Directions and DesignsAfterword. Anna Uhl Chamot and Vee Harris