This page provides an overview of the structure of this Pressbooks OER as well as suggestions on how to use this resource.

Organization of these Materials

Our Pressbook contains 10 chapters and is divided into two main parts: Chapters 1-5 and Chapters 6-9. It also includes an intermission section between these two parts and a final Chapter 10.

Chapters 1-5 provide a rich conceptual background for language learners.

• Chapter 1 introduces readers to the dynamics of language learning and common language learning myths.
• Chapter 2 provides an overview of several core concepts that influence language learning. These include explanations of a few influential learning theories; the impact of growth and fixed mindsets; how declarative & procedural learning and explicit & implicit learning work; the benefits of multimodal learning; and several key language teaching approaches that continue to influence formal language education contexts as well as commercial language learning app materials.
• Chapter 3 reveals how language learning is sensitive to questions of power and access. This topic is often absent from other books on how to learn languages. It explains what majoritized and minoritized languages are and the relative social power of different varieties of a language. It also explores the cases of heritage language learning, less-commonly-taught languages, and endangered language revitalization.
• Chapter 4 is a deeper dive into the critical question of culture in language. It explores the concepts of culture shock, the cultural ‘iceberg’, and languaculture. It also explains the subtle aspects of culture and context in communication, also known as pragmatics.
• Chapter 5 takes a step back to look at how the metacognitive cycle can help us reflect on and plan for our language learning efforts (and our efforts throughout our lives!). It also discusses how direct and indirect learning strategies can support our language learning.

After these five chapters we have a brief ‘intermission section’ titled “From Theory to Practice”, which emphasizes the integration and interdependence of language skills.

The second part of this book provides guidance and examples for applying the concepts from the first five chapters to actual language use. Note, however, that it is not obligatory to read the first half of the book in order to read any part of the second half. We link back to content from the first half when we feel it is helpful.

• Chapters 6-9 each focus on one of the four “language skills” and are structured in the same way. These include an introduction section, a section on guiding principles for that skill, a section on some of the research supporting those principles, a section that provides a range of example strategies and student stories to consider, and an ‘Over to You’ reflection section.
• • Chapter 6 focuses on Listening / Viewing (for signed languages)
  • Chapter 7 focuses on Speaking / Signing
  • Chapter 8 focuses on Reading
  • Chapter 9 focuses on Writing

Readers may question why there are not separate chapters on Grammar or Vocabulary. We decided to touch on these topics within the skills chapters, though we may also add one or more chapters on these areas in future editions.

Our final Chapter 10 turns to the topics of language retention, language anxiety and motivation, the benefits of language learning, and some final inspirational stories and media created by past LING 144 students about their own language learning paths.

How these Materials can be used

We see three primary ways in which these materials can be used:

1. As an entire set of materials to be used in a secondary or higher education course about learning languages. In our case at the University of Oregon, we will use these materials as a core text for LING 144 Learning How to Learn Languages. 
2. As modular parts to supplement language courses in secondary or higher education contexts. For example, the topics on metacognition, access and power, or specific language skills could be supplemental to any language class, among others. We would be thrilled if language educators used or remixed any of our chapters or pages in the spirit of OER.
3. As educational and personal enrichment resources for independent language learners. These materials do not require that the reader be enrolled in any formal language learning to benefit from them.