Learner and Teacher Autonomy

Concepts, realities, and response

Editors
| University of Sheffield
| Department of Second Language Studies, University of Hawaii
HardboundAvailable
ISBN 9789027205179 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027291691 | EUR 99.00 | USD 149.00
 
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 .
[AILA Applied Linguistics Series, 1]  2008.  vii, 286 pp.
Publishing status: Available
Table of Contents
Preface
vii
Part 1. Introduction
1
Foreword
Henri Holec
3–4
Introduction to this volume
Terry Lamb
5–11
Part 2. Concepts
13
Teachers' and learners' perspectives on autonomy
Phil Benson
15–32
Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education
Turid Trebbi
33–46
The shifting dimensions of language learner autonomy
Ernesto Macaro
47–62
Learner autonomy – teacher autonomy: Interrelating and the will to empower
William La Ganza
63–79
Part 3. Realities
81
Teacher-learner autonomy: Programme goals and student-teacher constructs
Richard Smith and Sultan Erdoğan
83–102
The subjective theories of student teachers: Implications for teacher education and research on learner autonomy
Hélène Martinez
103–124
Learners talking: From problem to solution
Sara Cotterall and David Crabbe
125–140
Roles learners believe they have in the development of their language learning – autonomy included?
Christine Siqueira Nicolaides
141–160
Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
Penny Hacker and Gary Barkhuizen
161–183
Part 4. Responses
185
Teachers working together: What do we talk about when we talk about autonomy?
Jonathan Shaw
187–203
Materials evaluation and teacher autonomy
Hayo Reinders and Marilyn Lewis
205–215
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
217–235

Multiple voices: Negotiating pathways towards teacher and learner autonomy

Barbara Sinclair
237–266
Part 5. Epilogue
267

Learner autonomy and teacher autonomy: Synthesising an agenda

Terry Lamb
269–284
Index
285–286
“[...] a treasure trove both of good practice descriptions and of new directions in present-day thinking about the autonomy approach in language learning.”
Cited by

Cited by 28 other publications

No author info given
2020.  In Lessons from Good Language Teachers,  pp. 1 ff. Crossref logo
Agudelo, Jose Fabian & Adriana María Morales Vasco
2019. Project-Based Learning as a catalyst for Students and Teacher Autonomy development: The experience in a State School in Nilo, Cundinamarca.. GIST – Education and Learning Research Journal :19  pp. 31 ff. Crossref logo
Ahmadianzadeh, Bijan, Zohreh Seifoori & Nasrin Hadidi Tamjid
2020. Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching 14:2  pp. 97 ff. Crossref logo
Al-Busaidi, Saleh S. Al-Busaidi S. & Faisal S. Al-Maamari
2014. Exploring University Teachers’ Understanding of Learner Autonomy. Theory and Practice in Language Studies 4:10 Crossref logo
ALI, DINCER
2019. LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS. i-manager’s Journal on English Language Teaching 9:2  pp. 11 ff. Crossref logo
Azari Noughabi, Mostafa & Seyed Mohammad Reza Amirian
2021. Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation. English Teaching & Learning 45:1  pp. 71 ff. Crossref logo
Cirocki, Andrzej & Syafi’ul Anam
2021. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research  pp. 136216882110074 ff. Crossref logo
Ciubăncan, Magdalena
2018.  In Foreign Language Teaching in Romanian Higher Education [Multilingual Education, 27],  pp. 265 ff. Crossref logo
Dikilitaş, Kenan
2020.  In Lessons from Good Language Teachers,  pp. 54 ff. Crossref logo
Dikilitaş, Kenan & Simon E. Mumford
2019. Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching 13:3  pp. 253 ff. Crossref logo
Ding, Alex
2009. Tensions and struggles in fostering collaborative teacher autonomy online. Innovation in Language Learning and Teaching 3:1  pp. 65 ff. Crossref logo
Ding, Alex & Ian Bruce
2017.  In The English for Academic Purposes Practitioner,  pp. 117 ff. Crossref logo
Durán-Bautista, Diana Carolina
2019.  In Innovative Trends in Flipped Teaching and Adaptive Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 110 ff. Crossref logo
Gandana, Isti & Graham Parr
2013. Professional identity, curriculum and teachingIntercultural Communication: an Indonesian case study. Language, Culture and Curriculum 26:3  pp. 229 ff. Crossref logo
Glas, Katharina
2016. Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation. Research Papers in Education 31:4  pp. 442 ff. Crossref logo
Jones, Ann, Agnes Kukulska-Hulme, Lucy Norris, Mark Gaved, Eileen Scanlon, Jan Jones & Andrew Brasher
2017. Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults 49:2  pp. 228 ff. Crossref logo
Kong, Pei Pei
2020. Understanding the teachers’ perspectives on the role of teacher autonomy in English classrooms in Chinese secondary schools. Educational Studies  pp. 1 ff. Crossref logo
Maclellan, Effie
2016. Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency. Journal of Pedagogy 7:2  pp. 79 ff. Crossref logo
Mozzon-McPherson, Marina
2013. Defining the field: the use of discourse analysis as a reflective tool in the professional development of language learning advisers as practitioners and researchers. The Language Learning Journal 41:2  pp. 219 ff. Crossref logo
Nagai, Noriko, Gregory C. Birch, Jack V. Bower & Maria Gabriela Schmidt
2020.  In CEFR-informed Learning, Teaching and Assessment [Springer Texts in Education, ],  pp. 241 ff. Crossref logo
Newby, David
2012. Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages. Innovation in Language Learning and Teaching 6:3  pp. 207 ff. Crossref logo
Nguyen, Cao Thanh
2012. The Roles of Teachers in Fostering Autonomous Learning at the University Level. Procedia - Social and Behavioral Sciences 47  pp. 605 ff. Crossref logo
Paradis, Audrey, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila
2018. Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy. Pedagogy, Culture & Society 26:3  pp. 381 ff. Crossref logo
Phan, T.T. Huyen & M. Obaidul Hamid
2017. Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective. Current Issues in Language Planning 18:1  pp. 39 ff. Crossref logo
Reinders, Hayo
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Tatzl, Dietmar, Wolfgang Hassler, Bernd Messnarz & Holger Flühr
2012. The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program. Journal of Technical Writing and Communication 42:3  pp. 279 ff. Crossref logo
Tavakoli, Mansoor, Hadi Yaghoubinejad & Nourollah Zarrinabadi
2018. Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?. Current Psychology 37:3  pp. 477 ff. Crossref logo
Öztüfekçi, Ali & Enisa MEDE
2019. ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi  pp. 1423 ff. Crossref logo

This list is based on CrossRef data as of 14 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2007042370 | Marc record