1st Edition

Autonomy in Language Education
Theory, Research and Practice




ISBN 9780367204136
Published July 10, 2020 by Routledge
258 Pages 26 B/W Illustrations

USD $155.00

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Book Description

Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec’s seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field.

Table of Contents

Introduction

Manuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)

Part 1. Historical and theoretical avenues

1. The discourse of Holec’s Autonomy and foreign language learning

David M. Palfreyman (Zayed University, Dubai)

2. From language learning strategy research to a sociocultural understanding of self-regulated learning

Xuesong (Andy) Gao & Jingjing Hu (University of Hong Kong)

3. Advising for language learner autonomy: theory, practice, and future directions

Jo Mynard (Kanda University of International Studies, Japan)

4. A framework for learning beyond the classroom

Hayo Reinders (Unitec, New Zealand)

5. Autonomy in the age of multilingualism

Phil Benson (Macquarie University, Australia) & Terry Lamb (University of Westminster, UK)

6. Learner autonomy and Holec’s model: a complexity perspective

Garold Murray (Okayama University, Japan)

Part 2. Research and practical avenues

7. Autonomy in language learning in Brazil: an exploratory review

Vera Lucia Menezes de Oliveira e Paiva & Junia de Carvalho Fidelis Braga (Federal University of Minas Gerais, Brasil)

8. Seeing language learner autonomy in young learners’ visual narratives

Alice Chik (Macquarie University, Australia) & Silvia Melo-Pfeifer (University of Hamburg, Germany)

9. From there to autonomy: an autoethnobiography of ALMS

Leena Karlsson & Fergal Bradley (University of Helsinki, Finland)

10. The changing role of self-access in fostering learner autonomy

Katherine Thornton (Otemon Gakuin University, Japan)

11. Self-access language centres: practices and research perspectives

Maria Giovanna Tassinari & J. Javier Martos Ramos

12. A study into pre-service FL teachers’ perceptions of their willingness, ability and opportunity to promote learner autonomy

Borja Manzano Vázquez (University of Granada, Spain)

13. Initial teacher education for autonomy: using possible selves theory to help student teachers construct their professional identity

Manuel Jiménez Raya (University of Granada, Spain)

14. Language teacher education for autonomy: the role of inquiry in practicum experiences

Flávia Vieira (University of Minho, Portugal)

Avenues for autonomy: concluding remarks

Manuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)

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Author(s)

Biography

Manuel Jiménez Raya is Professor of Applied Linguistics at the University of Granada (Spain). His main research interests are pedagogy for autonomy and language teacher education. He has co-authored the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).

Flávia Vieira is full Professor at the University of Minho (Portugal). She works in the fields of language teacher education, supervision, and pedagogy in HE. She is co-author of the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).