We talk so much about self directed learning and have structured policies and proposed practices around the assumption that all learners are equally self-directed. However, practitioners know that not all learners are equally self-directed. In fact, teachers also know from experience that some learners need to be taught to be self-directed. By being based on students’ ‘feelings of success’ in learning a second language (SL), B-SLIM (Bilash's Success-guided Language Instruction Model) incorporates enough scaffolding (structure and support) at each phase of a lesson or series of lessons for learners who are less self sufficient to succeed while simultaneously providing opportunities and direction for the more self-directed student to push forward. For example, while a less self-directed student might need to follow a template several times before really ‘getting’ the structure of a form such as a brief event review (in order to be able to create one on his/her own as an OUTPUT or 'proving it' assignment), a more self-directed learner may only need to hear or see the model once and be able to replicate and creatively alter it!
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