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Language Learner Autonomy : Theory, Practice and Research / David Little, Leni Dam, Lienhard Legenhausen.

By: Contributor(s): Material type: TextTextSeries: Second Language AcquisitionPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2017]Copyright date: ©2017Description: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9781783098590
  • 9781783098606
Subject(s): DDC classification:
  • 418.0071 23
LOC classification:
  • P51 .L587 2017
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- Preface -- Introduction. The Autonomy Classroom: Procedures and Principles -- Part 1: The Autonomy Classroom in Practice: An Example from Lower Secondary Education -- 1. Using the Target Language: Spontaneity, Identity, Authenticity -- 2. Interaction and Collaboration: The Dialogic Construction of Knowledge -- 3. Letting Go and Taking Hold: Giving Control to the Learners -- 4. Evaluation: The Hinge on which Learner Autonomy Turns -- Part 2: Language Learner Autonomy: Evidence of Success -- 5. Exploring Learning Outcomes: Some Research Findings -- 6. Language Learner Autonomy and Inclusion: Two Case Studies -- Part 3: Language Learner Autonomy: Meeting Future Challenges -- 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy -- 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals -- Conclusion -- References -- Index
Summary: This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

Frontmatter -- Contents -- Preface -- Introduction. The Autonomy Classroom: Procedures and Principles -- Part 1: The Autonomy Classroom in Practice: An Example from Lower Secondary Education -- 1. Using the Target Language: Spontaneity, Identity, Authenticity -- 2. Interaction and Collaboration: The Dialogic Construction of Knowledge -- 3. Letting Go and Taking Hold: Giving Control to the Learners -- 4. Evaluation: The Hinge on which Learner Autonomy Turns -- Part 2: Language Learner Autonomy: Evidence of Success -- 5. Exploring Learning Outcomes: Some Research Findings -- 6. Language Learner Autonomy and Inclusion: Two Case Studies -- Part 3: Language Learner Autonomy: Meeting Future Challenges -- 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy -- 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals -- Conclusion -- References -- Index

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This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 24. Apr 2022)