Reconstructing Autonomy in Language Education

This is a critical re-interpretation of the contextual co-construction of autonomy in language education.

Reconstructing Autonomy in Language Education: Inquiry and Innovation provides a critical re-interpretation of the contextual co-construction of autonomy in language education. Fifteen grounded research projects explore innovative self-reflexive approaches to autonomy in learner and teacher education, classroom practice, self-access and materials development. The book emphasizes the multi-voiced and contradictory complexity of pursuing autonomy in language education and includes commentary chapters to help readers engage with key issues emerging from the research.

ANDREW BARFIELD teaches in the Faculty of Law, Chuo University, Japan. His research interests include second language collocation development and the critical interplay between learner and teacher autonomy.
STEPHEN H. BROWN teaches in the Department of English of the Faculty of Letters at Konan Women’s University in Kobe, Japan. His research interests include learners’ and teachers’ self- and mutual-perceptions in the autonomous learning process and drama as a tool for mediating autonomous learning.

Acknowledgements * Preface * Notes On Contributors * INTRODUCTION: Re-Constructing Learner and Teacher Autonomy in Language Education–D.Little * PART 1: TEACHER AND LEARNER EDUCATION * Teacher Development Through Inquiry – Getting Started–F.Vieira * The Role of Autobiography in Fostering Learning and Reflective Thinking–L.Karlsson & F.Kjisik * Tensions in Policy and Practice in Self-Directed Learning–A.Akaranithi & S.Punlay * On Democracy and Learner Autonomy in Initial Teacher Education: Guerrilla Warfare?–M.A.Moreira * Responding to Resistance–P.Brown, R.Smith & E.Ushioda * Commentary on Part 1: Necessary Contradictions…and Beyond–E.Auerbach * PART 2: CLASSROOM PRACTICE * Nurturing Language Learner Autonomy Through Caring Pedagogic Practice–Huijuan Shao & Zongjie Wu * Active Learnership in Continuous Self- and Peer Evaluation–T.H.Natri * Seeking Autonomy in a Lecture Course–H.Nicoll * Uses of Adversity: Moving Beyond L2 Learning Crises–R.L.Oxford, Meng Yaru, Zhou Yalun, Sung Jiyeun & R.Jain * Telling Tales of Transformation–M.Nix * Commentary on Part 2: Narrative, Struggle, Reflection and Autonomy–M.Carroll & S.Cotterall * PART 3: SELF-ACCESS LEARNING AND TEACHER COLLABORATION * Developing Student Support in Self-Access Centres–P.Darasawang, W.Singhasiri & S.Keyuravong * Support Structures for Self-Access Learning–S.Toogood & R.Pemberton * Shifting Sands: Supporting Teachers in Facilitating Independent Learning–J.T.Young, C.A.Hafner & D.W.Fisher * Developing Teacher Autonomy Through Teamwork–J.Kennedy & A.Pinter * Commentary on Part 3: Teachers, Transitions and Time: Learning for Educational Change–A.S.Mackenzie * Conclusion: Autonomy/Agency through Socio-Cultural Lenses–K.Toohey * References * Index