Learner autonomy has become a buzz word in language education around the world, but realizing the ideal of autonomy in practice remains fraught with difficulties and contradictions. Realizing Autonomy: Practice and Reflection in Language Education Contexts is a brave new volume by practitioners in the field who look squarely at the contradictions inherent in the autonomy-fostering practices they bring to their...
Learner autonomy has become a buzz word in language education around the world, but realizing the ideal of autonomy in practice remains fraught with difficulties and contradictions. Realizing Autonomy: Practice and Reflection in Language Education Contexts is a brave new volume by practitioners in the field who look squarely at the contradictions inherent in the autonomy-fostering practices they bring to their classrooms.
- What kind of structures do we need to put in place to facilitate learner autonomy?
- Does learner interdependence really lessen dependence on the teacher and lead to individual independence?
- As teachers, should we be trying to change contexts of learning or should we aim instead to change our learners?
Sixteen chapters offer clear and insightful descriptions of and critical reflection on innovative practices involving curriculum and syllabus, strategies and scaffolding, collaborative learning and overcoming obstacles to autonomy in a range of educational contexts in Japan.
KAY IRIE teaches English at J.F. Oberlin University, Japan, and a course on individual differences at Temple University, Japan, for the Master's program in TESOL. She has been involved in editing Learning Learning, the newsletter of Japan Association of Language Teachers (JALT) Learner Development Special Interest Group since 2005. She is one of the co-authors of Proceedings of the Independent Learning association 2007 Japan Conference (online): Exploring Theory, Enhancing Practice: Autonomy Across Disciplines. ALISON STEWART teaches in the Department of English Language and Cultures at Gakushuin University, Tokyo, Japan. Her research interests include identity in language learning and teaching, and different theoretical perspectives on modelling in language education.
List of Tables
List of Figures
Foreword: R.Smith &N.Aoki Acknowledgements
Notes on Contributors
Realizing Autonomy: Contradictions in Practice and Context; A.Stewart&K.Irie Learner Autonomy for International Students: Evolution of a University JSL Program; T.Ikeda, N.Saito&S.Ieda Experimenting with Autonomy: Learners Teaching Learners; C.Wharton Introducing a Negotiated Curriculum; P.S.Brown Creating Space for Learning: Language Learning Materials and Autonomy; M.Miyahara Learner Development Through Listening Strategy Training; J.P.Siegel Transformative Learning in Action: Insights from the Practice of Journal Writing; C.Hayashi Scaffolding Economics Language and Learning with Case Studies; C.Rundle The Truth of the Tale: Reconceptualizing Authority in Content-Based Teaching; M.Robertson Creating a Writing Center: Autonomy, Interdependence, and Empowerment; P.Cassidy, S.Gillespie, G.P.Glasgow, Y.Kobayashi&J.Roloff Who, What, How? Autonomy and English Through Drama; S.Fraser Positive Interdependence for Teacher and Learner Autonomy: The Case of the CARTA Program; H.Kojima Parallel Blogging: Explorations in Teacher and Learner Autonomy; D.Elliott 'Nothing to Worry About': Anxiety-reduction Strategies in Harry Potter's Class and Mine; N.Harada Responding to Video Journals: Rethinking the Role of Feedback for Learner Autonomy; C.Skeates Listen to Students' Stories: Promoting Learner Autonomy through Out-of-Class Listening Activities; F.Murase Practical Frustration Busters for Learner and Teacher Autonomy; N.Graves&S.Vye Afterword: Dogme for Beginners: The Autonomy of the Group; S.Thornbury Index