Realizing Autonomy: Practice and Reflection in Language Education Contexts [NOOK Book]

Overview

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...
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Realizing Autonomy: Practice and Reflection in Language Education Contexts

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Overview

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.
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Product Details

  • ISBN-13: 9780230358478
  • Publisher: Palgrave Macmillan
  • Publication date: 12/16/2011
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 296
  • File size: 965 KB

Meet the Author

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.
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Table of Contents

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


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