Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Download Language learning strategy document
Email share link LinkedIn share link Twitter share link Facebook share link
Approximate reading time: 1 minute

Language learning strategies are tools to facilitate language learning that should be adapted to suit the needs of each individual.

There aren't a set of language learning strategies that makes you a perfect language learner, each student learns differently. However, there are some guidelines on the strategies others have found successful that can be provided to students to help them make more effective use of their time studying.  It's important that students understand how they learn and what strategies are more effective than others.

Rebecca Oxford produces a fantastic book on Language Learning Strategies 'Language Learning Strategies, What every teacher should know.' She outlines a huge variety of language learning strategies and groups them under 'direct' and 'indirect' strategies. Direct strategies are those directly involved in the target languages e.g. memory or compensation strategies and indirect strategies are those that involve the business of language learning e.g. metacognitive or social language learning strategies.

It's important to highlight each language learning strategy you are teaching,  ask the learners to try to see if it works for them and not to get overwhelmed with the huge variety available. Focusing on a few specific language learning strategies that are likely to work for the learner. This is a language learning strategy in itself.

Here's a short questionnaire to support learners who are reflecting on the kinds of language learning strategies they might use (see link below).

It's useful to deliver a lesson or series of lessons on the types of language learning strategies available. We need to be explicit about the possible language learning strategy options available to learners and ensure that they have a go before committing to new ones.

References:

Oxford, R (1990) Language Learning Strategies, What every teacher should know, Heinle & Heinle

Download Language learning strategy document
Email share link LinkedIn share link Twitter share link Facebook share link

More articles from our blog

Lea Forest logo

Case study: EAL new arrivals entering the mainstream

Created: Mon 18th Nov 2019

In September 2015, Lea Forest Academy took on an additional class of 16 Year 2 newly arrived EAL children. Eight of these children had never been schooled, while eight had had some schooling experience in their home country. The school had no specific EAL provision in place or trained staff.

What did they do?
Where did they start?

SEND learner using non-verbal communication

SEND support: Non-verbal communication

Created: Wed 31st Jul 2024

Non-verbal communication such as body language, facial expressions and tone of voice convey information beyond words alone. It is an integral part of communication, building relationships and developing shared understanding. For some learners interpreting non-verbal communication is not always simple.

Tip or Idea: Understanding non-verbal communication can depend on many factors including cultural norms, situational context and the unique combination of words, actions and expressions used. Try to put communication in context and focus on more than simply the words used.

A parent and child learning together

Engaging parents in Early Years settings

Created: Wed 5th Nov 2025

When striving to engage parents of EAL learners in an Early Years setting, we must be mindful to provide extra sensitivity and inclusivity. As well as potentially struggling with the language barrier, this may also be their own and their child’s first experience of a UK-style school, which may be very different to what they grew up with in their home country.

Back to Blog