Skip to main content

Self-Regulation in Learning: The Role of Language and Formative Assessment

By Alison L. Bailey, Margaret Heritage

Self-Regulation in Learning: The Role of Language and Formative Assessment


Students’ capacity for self-regulation is central to the set of outcomes that compose college and career readiness: communicating and collaborating effectively, problem solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways.

In Self-Regulation in Learning, Alison L. Bailey and WestEd’s Margaret Heritage illustrate how to help students become more self-regulated learners — that is, able to monitor and take charge of their own learning when working independently and with their peers in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, self-regulated learning.

The book describes how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher’s role in helping students gradually master the processes of self-regulation, socially shared regulation, and co‑regulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.

Resource Details

Product Information

ISBN: 978-1-68253-167-9
Copyright: 2018
Format: Trade Paper
Pages: 160
Publisher: Harvard Education Press

Available Previews

Praise for this Resource

  • The regulatory practices outlined in this book have been transformational in my practice as an educator of English language learners.

    — Jessica Richardson Kull, fourth grade teacher, Sunnyside Unified School District (AZ)
  • Bailey and Heritage skillfully interweave research, rich and annotated classroom examples, and practical suggestions for how to develop students’ self-,shared, and coregulation skills.

    — Caroline Wylie, Research Director, Educational Testing Service
  • Self-Regulation in Learning provides educators with the guidance to train students in self-assessment: to model, to provide structured opportunities for reflection, and to encourage students to take next steps to meet their own goals.

    — Julie M. Eilertsen, English teacher, Hamilton High School (AZ)