Titlebook: Reconstructing Autonomy in Language Education; Inquiry and Innovati Andrew Barfield,Stephen H. Brown Book 2007 Palgrave Macmillan, a divisi

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The Role of Autobiography in Fostering Learning and Reflective ThinkingThe purpose was to create a social learning environment in which learners could be actively engaged in their own process of learning. Learners would be able to consider their own needs and objectives, select the way they prefer to learn, plan their own programme, reflect on the process and act upon

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On Democracy and Learner Autonomy in Initial Teacher Education: Guerrilla Warfare?We were discussing the results of a questionnaire about the attainment of course objectives and the impact of the pedagogic strategies developed. After a rather quiet start, with few students commenting rather uninterestingly on the results, I went on to the third part, dealing with problems and dif

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Commentary on Part One: Necessary Contradictions … and Beyondcal attribute that one either has or doesn’t have, or the outcome of a particular form of instruction. Rather, it’s a verb or an adverb — a way of doing, perceiving, and acting that is fluid, variable, ideologically situated, and constantly ‘under construction’ as Flavia Vieira (Chapter 2) says. Eac

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Nurturing Language Learner Autonomy through Caring Pedagogic Practicee recent National English Curriculum Standard for High Schools (Ministry of Education of the People’s Republic of China, 2003), and by the China National Research Centre for Foreign Language Education, in arguing that one tendency in FLE in the next five years will be the encouragement of self-direc

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Active Learnership in Continuous Self- and Peer-Evaluationd Rubin, 1987), I am generally optimistic about the value of autonomy in language learning. Although we may have doubts about our students’ capacities to learn foreign languages without teacher-centred instruction, I feel that we cannot afford to be sceptical about the importance of learner autonomy

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Uses of Adversity: Moving Beyond L2 Learning Crises and linguistic identity shift, especially if the person has moved to a new country. In such circumstances, many L2 learners, no matter how articulate they may be in their native language, often feel babyish, foolish, or humiliated when trying to communicate in the L2. L2 learners might also experie

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