Reconstructing Autonomy in Language Education: Inquiry and Innovation

ISBN-13: 9780230001732 / Angielski / Twarda / 2007 / 264 str.

Andrew Barfield; Stephen H. Brown

Opis

This book uses fifteen grounded research projects to explore innovative self-reflexive approaches to autonomy in language education. It emphasizes the multi-voiced and contradictory complexity of pursuing autonomy in language education and includes commentary chapters to help readers engage with key issues emerging from the research.

Recenzje

'[This collection] presents much first-hand experience which may provide useful material for reflection. It is without a doubt a major contribution to the field, [...] because it is deeply commited to a social-constructivist appraoch to autonomy.' - David Dixon, The Journal of Language Teaching

Spis treści

Acknowledgements Preface Notes On Contributors INTRODUCTION: Re-Constructing Learner and Teacher Autonomy in Language Education; D.Little PART 1: TEACHER AND LEARNER EDUCATION Teacher Development Through Inquiry - Getting Started; F.Vieira The Role of Autobiography in Fostering Learning and Reflective Thinking; L.Karlsson & F.Kjisik Tensions in Policy and Practice in Self-Directed Learning; A.Akaranithi & S.Punlay On Democracy and Learner Autonomy in Initial Teacher Education: Guerrilla Warfare?; M.A.Moreira Responding to Resistance; P.Brown, R.Smith & E.Ushioda Commentary on Part 1: Necessary Contradictions...and Beyond; E.Auerbach PART 2: CLASSROOM PRACTICE Nurturing Language Learner Autonomy Through Caring Pedagogic Practice; Huijuan Shao & Zongjie Wu Active Learnership in Continuous Self- and Peer Evaluation; T.H.Natri Seeking Autonomy in a Lecture Course; H.Nicoll Uses of Adversity: Moving Beyond L2 Learning Crises; R.L.Oxford, Meng Yaru, Zhou Yalun, Sung Jiyeun & R.Jain Telling Tales of Transformation; M.Nix Commentary on Part 2: Narrative, Struggle, Reflection and Autonomy; M.Carroll & S.Cotterall PART 3: SELF-ACCESS LEARNING AND TEACHER COLLABORATION Developing Student Support in Self-Access Centres; P.Darasawang, W.Singhasiri & S.Keyuravong Support Structures for Self-Access Learning; S.Toogood & R.Pemberton Shifting Sands: Supporting Teachers in Facilitating Independent Learning; J.T.Young, C.A.Hafner & D.W.Fisher Developing Teacher Autonomy Through Teamwork; J.Kennedy & A.Pinter Commentary on Part 3: Teachers, Transitions and Time: Learning for Educational Change; A.S.Mackenzie Conclusion: Autonomy/Agency through Socio-Cultural Lenses; K.Toohey References Index

O autorze

AKARA AKARANITHI Chulalongkorn University Language Institute, Chulalongkorn University, Thailand ELSA AUERBACH University of Massachusetts Boston, USA PETER BROWN Centre for English Language Teacher Education, University of Warwick, UK MICHAEL CARROLL Momoyama Gakuin University, Japan SARA COTTERALL Akita International University, Japan PORNAPIT DARASAWANG King Mongkut's University of Technology Thonburi, Thailand DEAN W. FISHER City University of Hong Kong, Hong Kong SAR, People's Republic of China CHRISTOPH A. HAFNER City University of Hong Kong, Hong Kong SAR, People's Republic of China RASHI JAIN University of Maryland, USA SUNG JIYEUN University of Maryland, USA LEENA KARLSSON The University of Helsinki Language Centre, Finland JUDITH KENNEDY Centre for English Language Teacher Education, University of Warwick, UK SONTHIDA KEYURAVONG King Mongkut's University of Technology Thonburi, Thailand FELICITY KJISIK The University of Helsinki Language Centre, Finland DAVID LITTLE Trinity College Dublin, Ireland ALAN S. MACKENZIE British Council, Thailand MARIA ALFREDO MOREIRA University of Minho, Portugal TEIJA NATRI University of Jyväskylä Language Centre, Finland HUGH NICOLL Miyazaki Municipal University, Japan MIKE NIX Faculty of Law, Chuo University, Japan REBECCA L. OXFORD University of Maryland, USA SURIYAN PANLAY Chulalongkorn University Language Institute, Chulalongkorn University, Thailand RICHARD PEMBERTON Nottingham University, UK ANNAMARIA PINTER Centre for English Language Teacher Education, University of Warwick, UK HUIJUAN SHAO Zhejiang Normal University, People's Republic of China WAREESIRI SINGHASIRI King Mongkut's University of Technology Thonburi, Thailand RICHARD SMITH Centre for English Language Teacher Education, University of Warwick, UK SARAH TOOGOOD Hong Kong University of Science and Technology, Hong Kong SAR, People's Republic of China KELLEEN TOOHEY Faculty of Education, Simon Fraser University, Canada EMA USHIODA Centre for English Language Teacher Education, University of Warwick, UK FLÁVIA VIEIRA University of Minho, Portugal ZONGJIE WU Zhejiang University, People's Republic of China ZHOU YALUN University of Maryland, USA MENG YARU Xi'an Jiaotung University, People's Republic of China; and University of Maryland, USA JEAN T. YOUNG City University of Hong Kong, Hong Kong SAR, People's Republic of China