Reconstructing Autonomy in Language Education

Inquiry and Innovation
2007. Auflage 2007
ISBN: 978-0-230-00173-2
Verlag: Palgrave MacMillan UK

Buch, Englisch, 264 Seiten, Format (B × H): 147 mm x 220 mm, Gewicht: 463 g

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.

Zielgruppe

Research

Autoren/Hrsg.

Barfield, A.

Brown, S.

Inhaltsverzeichnis

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

Über Autor(innen)

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
ANNAMARIAPINTER 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