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.
Cuprins
Preface
Introduction
Part I: 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 II: Language Learner Autonomy: Evidence Of Success
5. Exploring Learning Outcomes: Some Research Findings
6. Language Learner Autonomy and Inclusion: Two Case Studies
Part III: 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
Despre autor
Lienhard Legenhausen is Professor Emeritus, Westfälische Wilhelms-Universität Münster, Germany and Visiting Professor, National Bohdan Khmelnytsky University of Cherkasy, Ukraine. He is a committee member of IATEFL’s Learner Autonomy Special Interest Group.
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