Publications & Products

Facilitated interdependent language learning (FILL) in action: Increasing student autonomy

By Michele Anciaux Aoki, Nancy C. Rhodes, and Tom Welch

The purpose of this brief is to share an innovative language learning approach within the school setting. Beginning with learner perspectives, the brief will share commentaries from students about how and why they want to learn languages. The discussion will then suggest how a “Facilitated Interdependent Language Learning” (FILL) approach could be a promising alternative to traditional classroom language teaching, with examples from California and Wisconsin, addressing both the urgent need for changes in language instruction and the students’ desire for more autonomy in language learning. Finally, the brief will explore some opportunities and accompanying challenges that go along with a FILL approach and encourage educators to think more expansively about their role as advocates for languages and learners.