Realizing autonomy: practice and reflection in language education contexts

'Realizing Autonomy: Practice and Reflection in Language Education Contexts' presents critical practitioner research into innovative approaches to languagelearner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and perspectives on the challenges and contradictions of learner autonomy. KAY IRIE teaches English at J.F. Oberlin University, Japan, and a course on individual differences at Temple University, Japan, for the Master's programin TESOL. She has been involved in editing 'Learning Learning', the newsletter of Japan Association of Language Teachers (JALT) Learner Development SpecialInterest Group since 2005. She is one of the co-authors of 'Proceedings of the Independent Learning association 2007 Japan Conference' (online): 'ExploringTheory, Enhancing Practice: Autonomy Across Disciplines.'. '. 'ALISON STEWARTteaches in the Department of English Language and Cultures at Gakushuin University, Tokyo, Japan. Her research interests include identity in language learning and teaching, and different theoretical perspectives on modelling in language education. INDICE: List of Tables - List of Figures - Foreword: 'R.Smith &N.Aoki - 'Acknowledgements - Notes on Contributors - Realizing Autonomy: Contradictions in Practice and Context; 'A.Stewart' & 'K.Irie - 'Learner Autonomy for International Students: Evolution of a University JSL Program; 'T.Ikeda', 'N.Saito' & 'S.Ieda - 'Experimenting with Autonomy: Learners Teaching Learners; 'C.Wharton- 'Introducing a Negotiated Curriculum; 'P.S.Brown - 'Creating Space for Learning: Language Learning Materials and Autonomy; 'M.Miyahara - 'Learner Development Through Listening Strategy Training; 'J.P.Siegel - 'Transformative Learning in Action: Insights from the Practice of Journal Writing; 'C.Hayashi - 'Scaffolding Economics Language and Learning with Case Studies; 'C.Rundle - 'The Truth of the Tale: Reconceptualizing Authority in Content-Based Teaching; 'M.Robertson - 'Creating a Writing Center: Autonomy, Interdependence, and Empowerment; 'P.Cassidy', 'S.Gillespie', 'G.P.Glasgow', 'Y.Kobayashi' & 'J.Roloff - 'Who, What, How? Autonomy and English Through Drama; 'S.Fraser - 'Positive Interdependence for Teacher and Learner Autonomy: The Case of the CARTA Program; 'H.Kojima - 'Parallel Blogging: Explorations in Teacher and Learner Autonomy; 'D.Elliott - ''Nothing to Worry About': Anxiety-reduction Strategies in Harry Potter's Class and Mine; 'N.Harada - 'Responding to Video Journals: Rethinking the Role of Feedback for Learner Autonomy; 'C.Skeates - 'Listen to Students' Stories: Promoting Learner Autonomy through Out-of-Class Listening Activities; 'F.Murase - 'Practical Frustration Busters for Learner and Teacher Autonomy; 'N.Graves' & 'S.Vye - 'Afterword: Dogme for Beginners: The Autonomy of the Group;'S.Thornbury - 'Index

• ISBN: 978-0-230-28264-3
• Editorial: Palgrave MacM
• Encuadernacion: Cartoné
• Páginas: 296
• Fecha Publicación: 25/11/2011
• Nº Volúmenes: 1
• Idioma: Inglés