Henrikson, R. (2019). Using online lectures to promote engagement: Recognising the self-directed learner as critical for practical inquiry. Journal of Open, Flexible and Distance Learning, 23(1), 17–32.
Aydinli-Mathews, J. (2007). Problem-based learning and adult english language learners. CAELA Brief, Center for Applied Linguistics.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and Education, 34(5), 387-406.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
In adolescence, learners often place more importance on peers and on their social lives; while the school setting is still an important context where Identity development can be supported, adolescents are more independently navigating social spaces without adult supervision.
Free choice supports learner interests and can promote the development of more complex social interactions, Self-Regulation and inhibitory control.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
Back, M., Han, M., & Weng, S. C. (2020). Emotional scaffolding for emergent multilingual learners through translanguaging: Case stories. Language and education, 34(5), 387-406.
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