Manual Learner autonomy across cultures : language education perspectives

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Language Education Perspectives
Contents:
  1. Learner Autonomy Across Cultures: Language Education Perspectives on OnBuy
  2. Bibliographic Information
  3. Learner Autonomy Across Cultures: Language Education Perspectives
  4. Learner autonomy across cultures : language education perspectives

Chitashvili, N.

Learner Autonomy Across Cultures: Language Education Perspectives on OnBuy

Cotterall, S. Readiness for autonomy: investigating learner beliefs. System 23 2 , Dang, T. Devine, T. MA dissertation. University of Melbourne. Duong, T. Edu-cation and Management Engineering 2, Finch, A. Autonomy: where are we? Where are we going? Based on the author's unpublished Ph. Polyglossia 19, Joshi, K. Lamb, T. Learner autonomy and teacher autonomy: Synthesizing an agenda. Macaro, E.

Najeeb, Sabitha. Learner autonomy in language learning.

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ISBN 1———9 hardback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library. Includes bibliographical references and index. ISBN 1———9 1. Language and languages—Study and teaching. Multicultural education. Palfreyman, David, II. Smith, Richard C. An idea shared between us then has grown into this book, a labour of love for both of us during and the early part of David is grateful to Richard for being such a stimulating, supportive, painstaking and polite collaborator 24 hours a day, to judge by the timing of some of his e-mails!

As we finished editing this book Iraq was invaded, despite popular protests world-wide. Autonomy across cultures, for us, became still more important to understand, support and strive for. Her pedagogical and research interests include learner autonomy, teacher autonomy and life stories of second language teachers.

Bibliographic Information

His research interests include autonomy and language learning biography. She is a doctoral student at the University of Hong Kong, where she is researching language learning biographies. She has carried out and published research into theoretical and practical issues connected with autonomy and self-direction, and teacher education and beliefs. He has published song-based course books in English, companions to poetry, drama, prose, and fiction for young learners and teachers of literature, and a recent novel. He looks forward to integrating his anthropological training into his future ELT research in China.

She has published widely in the areas of identity, language learning, and social change. Rebecca L. Oxford is a Professor at the University of Maryland, USA, and the author of a number of books on language learning strategies, motivation, and instructional methodology.

Learner Autonomy Across Cultures: Language Education Perspectives

She has written over eighty articles and book chapters and has presented keynote addresses around the world. His research interests include the roles of sociocultural context in language education, vocabulary curriculum development, and the use of information and communication technology. His main areas of interest include language didactics, bilingualism and inter-cultural communication.

His main research interests are learner autonomy, computer-assisted language learning, and the design, implementation, and evaluation of virtual environments for language learning.

Language Learner Autonomy - In Action!

Richard C. Previously he taught for 13 years in Japan.

Learner autonomy across cultures : language education perspectives

His main research interests are in the fields of learner autonomy, teacher education, cultural studies in ELT and history of language teaching. She is interested in sociocultural theory, second language learning and the education of minority language speakers. Her main research areas are pedagogy for autonomy in the foreign language classroom, reflective teacher development and pedagogical supervision. The concept of learner autonomy, promoted by Holec and others in the context of language education in Europe, has in the last twenty years become influential as a goal in many parts of the world Pemberton et al.

Additional information

Several arguments may be used in favour of developing autonomy in language learners: for example, that autonomy is a human right e. Benson, ; that autonomous learning is more effective than other approaches to learning e. Naiman et al. Waite, On the other hand, the practical details of promoting learner autonomy in different contexts have been the subject of some debate Benson and Voller, b ; and ideas about culture have an important part in these debates.

One important question is therefore whether the idea of learner autonomy is ethnocentric. A third use of the concept of culture relates to the learner in sociocultural context as opposed to the learner in isolation. Autonomy has sometimes been associated with a focus on the individual learner, with cultural context seen as either restricting individual freedom, or as irrelevant to it; and yet sociocultural context and collaboration with others are important features of education, and of our lives.

Learner Autonomy across Cultures examines these three issues in interrelation with each other, studying the ways in which culture and autonomy interact in a range of learning contexts. This collection brings together the focus on sociocultural context which has become influential in applied linguistics Lantolf, ; Breen, a with global perspectives focusing on ethnic and other cultures Coleman, a; Oxford, a; Canagarajah, ; Block and Cameron, The contributions to this book link current theory, data and practice in language education to address the following overall questions: 1.

Is autonomy in the sense that it has been interpreted in language education an appropriate educational goal across cultures? If so, how can autonomy be enhanced in a variety of cultural contexts? However, in an era of increasing globalization cultural context cannot be defined only by location: the activities described additionally involve learners and educators of Chinese, German, Irish and Polish backgrounds; while one chapter studies a virtual environment which could not be said to exist in a single location. Furthermore, as described below, any national or ethnic cultures interact in all these contexts with the cultures of organizations, professions and even particular classrooms.

It will then relate the chapters in the book to this conceptual background, and conclude by considering the transferability of ideas from this volume to other contexts. As well as these different views as to what constitutes learner autonomy, there are different interpretations of its scope. The variety in these views of autonomy is reflected in the range of possible approaches to fostering autonomy in learners — approaches which are often linked to broader ideas of learner-centred education Tudor, ; Breen and Littlejohn, A psychological perspective suggests fostering more general mental dispositions and capacities Holec, ; Karlsson et al.

However, the individualistic connotations of this term have led some writers e. Boud, ; Brookfield, to emphasize the value of interdependence: the ability of learners to work together for mutual benefit, and to take shared responsibility for their learning. Although working with a teacher, for example, is sometimes seen as compromising autonomy, collaboration has come to be seen in a more positive light, as an important component of learner autonomy cf.

Dam, : indeed, Boud sees interdependence as a more developed stage of autonomy than independence. In the elaboration of concepts of autonomy in language education there has been a diffusion of ideas between work on teacher development and on learner autonomy. On the other hand, teachers have started to be seen not only as having an important role in encouraging student autonomy, but also more explicitly as potentially autonomous learners and practitioners themselves McGrath, ; Smith, ; Barfield et al.