• Realizing Autonomy: Practice and Reflection in Language Education Contexts See large image

    Realizing Autonomy: Practice and Reflection in Language Education Contexts (Hardback) Edited by Kay Irie, Edited by Alison Stewart

    $84.68 - Save $8.97 (9%) - RRP $93.65 Free delivery worldwide Available
    Dispatched in 3 business days
    When will my order arrive?
    Add to basket | Add to wishlist |

    DescriptionLearner autonomy has become a buzz word in language education around the world, but realizing the ideal of autonomy in practice remains fraught with difficulties and contradictions. Realizing Autonomy: Practice and Reflection in Language Education Contexts is a brave new volume by practitioners in the field who look squarely at the contradictions inherent in the autonomy-fostering practices they bring to their classrooms. - What kind of structures do we need to put in place to facilitate learner autonomy? - Does learner interdependence really lessen dependence on the teacher and lead to individual independence? - As teachers, should we be trying to change contexts of learning or should we aim instead to change our learners? Sixteen chapters offer clear and insightful descriptions of and critical reflection on innovative practices involving curriculum and syllabus, strategies and scaffolding, collaborative learning and overcoming obstacles to autonomy in a range of educational contexts in Japan.

Other books

Other people who viewed this bought | Other books in this category
Showing items 1 to 10 of 10


Reviews | Bibliographic data
  • Full bibliographic data for Realizing Autonomy

    Realizing Autonomy
    Practice and Reflection in Language Education Contexts
    Authors and contributors
    Edited by Kay Irie, Edited by Alison Stewart
    Physical properties
    Format: Hardback
    Number of pages: 296
    Width: 144 mm
    Height: 218 mm
    Thickness: 24 mm
    Weight: 422 g
    ISBN 13: 9780230282643
    ISBN 10: 0230282644

    B&T Book Type: NF
    BIC E4L: LAN
    B&T Merchandise Category: TXT
    B&T Modifier: Region of Publication: 03
    B&T General Subject: 480
    B&T Modifier: Subject Development: 23
    Ingram Subject Code: ED
    Libri: I-ED
    B&T Modifier: Text Format: 02
    Warengruppen-Systematik des deutschen Buchhandels: 17240
    BISAC V2.8: EDU005000
    B&T Modifier: Subject Development: 05
    B&T Modifier: Academic Level: 02
    Nielsen BookScan Product Class 3: S1.2T
    BIC subject category V2: CJA
    LC subject heading: , , , ,
    DC22: 418.0071
    BISAC V2.8: LAN009050
    LC subject heading: , , , , , ,
    BISAC region code:
    DC23: 418.0071
    LC subject heading:
    LC classification: P53.457 .R423 2012
    Thema V1.0: CFDM, CJA
    Illustrations note
    19 tables, 17 black & white line drawings, 5 black & white halftones
    Palgrave MacMillan
    Imprint name
    Palgrave MacMillan
    Publication date
    15 December 2011
    Publication City/Country
    Author Information
    KAY IRIE teaches English at J.F. Oberlin University, Japan, and a course on individual differences at Temple University, Japan, for the Master's program in TESOL. She has been involved in editing Learning Learning, the newsletter of Japan Association of Language Teachers (JALT) Learner Development Special Interest Group since 2005. She is one of the co-authors of Proceedings of the Independent Learning association 2007 Japan Conference (online): Exploring Theory, Enhancing Practice: Autonomy Across Disciplines. ALISON STEWART teaches 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.
    Table of contents
    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