Introduction

A major challenge for anyone teaching languages at a distance is to develop a knowledge base about distance language learners that can be used to inform course design. Further understanding is required once interactions begin and the course is under way; at this point the teacher needs to support learners in developing an effective interface with elements in the learning context as the basis for acquiring skills in the TL. Both these types of knowledge – one to inform course design, and the other to inform course delivery and interactions – are critical. More important still is an awareness of the contextual and affective factors which influence the way learners relate to and proceed within distance learning environments.

In this chapter I explore different approaches to building awareness of distance language learners, beginning first with the types of knowledge that are needed for course design and the idea of learner archetypes or learner profiles. A ‘practical knowledge’ of learners is also needed once a course is under way to guide the teacher in the various roles she or he will undertake – and to enhance and personalise interactions within the course. The different aspects of this knowledge that may be drawn upon by the teacher are outlined. More recent approaches to developing awareness of distance language learners presented here include a focus on the environment in which the learning takes place, the affective domain and the depiction of learners as dynamic individuals within the distance learning experience. What emerges throughout this chapter is the importance of using a variety of approaches to developing a knowledge, understanding and awareness of distance language learners in context.