Studying a World Language: An Interactive Guidebook

Author(s): Bobby Hobgood, Adriana Medina

Edition: 1

Copyright: 2021

Pages: 160


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This guidebook is intended for anyone who is learning a language through formal or informal study.  It was written with two underlying premises:

  1. Study is essential to language learning
  2. The responsibility for language study is primarily the learners.

The purpose of this guidebook is to support language study at the secondary and postsecondary levels. It was written to help language learners achieve several goals:

  1. Understand what it means to study a language
  2. Develop a mindset and habits for language study
  3. Organize themselves, their environment, and their time for success
  4. Implement study strategies
  5. Capitalize on readily available resources
  6. Become self-directed as a language learner
  7. Develop a Personal Language Study Plan

Three underlying influences support the scope and sequence of the guidebook:

  • the Communicative Approach to language teaching and learning
  • the distinction between “learning” and “acquiring” a language
  • the authors’ conceptual framework, the Language Study H.U.B., that takes a wholistic view of language study

This guidebook can be used as a

  • Textbook to support language learners in the development and application of study and organizational strategies
  • Supplementary text for language methods courses
  • Classroom reference book for language teachers
  • Book study for language educators

Chapter 1 Maximizing Language Study Strategies
Intent of the Guidebook
Guidebook Goals
Underlying Influences of the Guidebook
Book Premises
Guidebook Structure
Our Hopes for You

Chapter 2 The Language Learner Within
Anticipation Guide
The Language Study H.U.B.
Chapter Summary

Chapter 3 Get it Together
Anticipation Guide
Your Study Spot(s)
Balance for Success
Organizing Your Resources
Establishing Accountability Partners
Chapter Summary

Chapter 4 Time Management for Language Study
Anticipation Guide
The Relationship between Time and Studying
Organizing Your Time
Distributed Learning
Course Events and “Timeblocking”
The Value of Repetition in Studying
Daily Study Load
Frequency and Duration
Chapter Summary

Chapter 5 Note-taking and Note-making
Anticipation Guide
Note-taking and Note-making
Some Note-taking Formats
Note Interacting and Reflecting
Putting it Together
Chapter Summary

Chapter 6 Actualizing Your Language Study
Anticipation Guide
Getting Started Studying
Completing Homework and Studying: Alike but Different
Process and Progress Monitoring
Correcting Course
Revisit Study Habits
Chapter Summary

Chapter 7 Resources for Language Study
Anticipation Guide
Finding Motivation in Self-Learning
Teachers as Dynamic Resources
Taking Advantage of Local Resources
Participate in Special Events
Educational Travel
Conversation Partners
Digital Resources
Chapter Summary

Chapter 8 Personalizing Your Language Study
The Language Study H.U.B.
Developing Your Personal Language Study Plan

Bobby Hobgood

Dr. Bobby E. Hobgood is the Director of the Language Resource Center in the Department of Languages and Culture Studies at the University of North Carolina at Charlotte. In his role, he supports the integration of technology by both faculty and students in the study of languages and world cultures. He also serves as a Faculty Peer Mentor, supporting faculty across campus in the integration of Active Learning Strategies, and a Quality Matters Associate Fellow. He offers webinar series, book talks, and face-to-face workshops on a range of curriculum issues focused on pedagogy to engage learners.

Dr. Hobgood began his career as a high school French teacher before working in higher education to pioneer an online professional learning network for educators across the state of North Carolina.  He has taught undergraduate foreign language methods and currently teaches Advanced Methods for Foreign Languages and Advanced Pedagogy for TESL as a completely online course in the Graduate School.  He also teaches Elementary French in the Department.  Dr. Hobgood received his Bachelor of Science in Education from the University of North Carolina at Chapel Hill.  He received his Masters of Arts in Teaching degree from the School for International Training and his doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill. 

Dr. Hobgood is a certified Quality Matters reviewer and serves as a Quality Matters Associate Fellow at UNC Charlotte.  Dr. Hobgood is the 2020 recipient of the Laura Thomas Award for his accessibility efforts in the renovation of the Language Resource Center, awarded by the North Carolina Association of Higher Education and Disability. He is the 2017 recipient of the Educator of Excellence award for the Southern Conference on Language Teaching (SCOLT), for which he currently serves as the President. In 2016, he was awarded Honorary Lifetime Member for the Foreign Language Association of North Carolina.  He serves as a Faculty Consultant for Vista Higher Learning.


Adriana Medina

Adriana Laza Medina is an associate professor of Reading Education in department of Reading and Elementary Education Department in the Cato College of Education at the University of North Carolina at Charlotte. Dr. Medina has over 25 years of teaching experience at the elementary, middle school, and high school level, as well as at the college and university level. As a teacher, Dr. Medina taught 7th and 8th grade English, Reading, and Language Arts. As a teacher educator, she has taught undergraduate and graduate classes on Teaching Reading to Culturally and Linguistically Diverse Learners, Diagnostic Assessment and Instruction in Reading, Middle/Secondary Reading and Writing, Teaching Reading to Intermediate Grade Learners, Investigating the Reading Curriculum, Reading Comprehension, Language Arts, and Integrating Reading and Writing in the Content Areas.

Dr. Medina enjoys learning languages and exploring different cultures. She leads her department’s teacher education study abroad program and serves on several committees on internationalization and global education at UNC Charlotte. Dr. Medina received her Bachelor of Science in Secondary Education from Peabody College for Teachers at Vanderbilt University. She earned her master’s degree in Reading Education from Florida International University and her doctorate in Reading from University of Miami.

Dr. Medina’s research interests include global education, students who struggle with literacy, teacher education, and educational program evaluation. She has contributed chapters in books and has written articles with regards to her areas of interest. Her current research projects are focusing on teacher efficacy with vulnerable populations, guiding young readers to literacy, the effects of pre-service teachers’ experiences on their teaching of diverse learners, literature and global education, and how to study world languages.

Related ISBN's: 9781792411793, 9781792457548




ISBN 9781792411793

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