Learner and Teacher Autonomy
Concepts, realities, and response
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning).
The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy .
Table of Contents
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Preface | p. vii
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Part 1. Introduction
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ForewordHenri Holec | pp. 3–4
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Introduction to this volumeTerry Lamb | pp. 5–11
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Part 2. Concepts
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Teachers' and learners' perspectives on autonomyPhil Benson | pp. 15–32
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Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher educationTurid Trebbi | pp. 33–46
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The shifting dimensions of language learner autonomyErnesto Macaro | pp. 47–62
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Learner autonomy – teacher autonomy: Interrelating and the will to empowerWilliam La Ganza | pp. 63–79
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Part 3. Realities
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Teacher-learner autonomy: Programme goals and student-teacher constructsRichard Smith and Sultan Erdoğan | pp. 83–102
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The subjective theories of student teachers: Implications for teacher education and research on learner autonomyHélène Martinez | pp. 103–124
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Learners talking: From problem to solutionSara Cotterall and David Crabbe | pp. 125–140
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Roles learners believe they have in the development of their language learning – autonomy included?Christine Siqueira Nicolaides | pp. 141–160
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Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher educationPenny Hacker and Gary Barkhuizen | pp. 161–183
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Part 4. Responses
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Teachers working together: What do we talk about when we talk about autonomy?Jonathan Shaw | pp. 187–203
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Materials evaluation and teacher autonomyHayo Reinders and Marilyn Lewis | pp. 205–215
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Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices?Flávia Vieira, Isabel Barbosa, Madalena Paiva and Isabel Sandra Fernandes | pp. 217–235
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Multiple voices: Negotiating pathways towards teacher and learner autonomyBarbara Sinclair | pp. 237–266
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Part 5. Epilogue
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Learner autonomy and teacher autonomy: Synthesising an agendaTerry Lamb | pp. 269–284
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Index | pp. 285–286
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