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Learner Autonomy in the CLIL Classroom by Frank Maschmeier Pdf
This title discusses the concept of learner autonomy in Content and Language Integrated Learning (CLIL). While the language learning benefits of CLIL are well-documented, the author shows that there may be hidden problems in CLIL settings in the area of learner autonomy. The book raises awareness for these problems and shows possible solutions.
Taking Control by Richard Pemberton,Edward S.L. Li,Winnie W.F. Or,Herbert D. Pierson Pdf
TAKING CONTROL: Autonomy in Language Learning focuses on an area of language learning and teaching that is currently receiving an increasing amount of attention. The book, featuring 18 chapters from key figures around the world in the field of autonomous and self-access language learning, provides insightful coverage of the theoretical issues involved, and represents a significant contribution to research in this area. At the same time, it provides a variety of examples of current practice, in classrooms and self-access centres, at secondary and tertiary levels, and in a number of different cultural contexts. This volume is a timely publication which will be of interest to all those concerned with learner autonomy and self-directed language learning.
Author : Breffni O'Rourke,Lorna Carson Publisher : Peter Lang Page : 448 pages File Size : 44,8 Mb Release : 2010 Category : Language and languages ISBN : 303911980X
Language Learner Autonomy by Breffni O'Rourke,Lorna Carson Pdf
This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.
Learner and Teacher Autonomy by Terry Lamb,Hayo Reinders Pdf
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
Learner Autonomy offers practical guidance on helping learners realise that their contribution to the teaching-learning process is crucial. It also encourages them to take an active role in their own learning. Rather than advocating radical changes in Classroom Management, it focuses on the gradual process of changing learner attitudes. The activities are designed to develop a comprehensive range of skills and attitudes including motivation, learning strategies, self-monitoring and co-operation. The activities can be easily integrated into the regular curriculum as almost all serve some linguistic purpose in addition to learner development.
The Autonomy Approach by Brian Morrison,Diego Navarro Pdf
The Autonomy Approach presents an important departure from the theoretical discussions which underpin the majority of work on learner autonomy. It introduces a practical perspective to self-directed language learning (teachable-learnable activities rooted in principles of learning), which draws on aspects of study skills and strategies as well as a variety of approaches, namely differentiated, individualised, self-directed, self-access and open-access learning.With the Autonomy Approach, emphasis is placed on students being supported in class to learn at their own pace, away from the classroom – in other words, self-directing their own learning. The authors examine and explain the theory behind metacognitive knowledge and skills, and support this with an extensive sequence of activities for the teacher and the learner to use – to help learners take the development of their language learning into their own hands. The activities in this book aim not to teach a language but, rather, to raise awareness of different aspects of language learning, to encourage learners (and teachers) to share, select and try out activities, and to reflect on the effectiveness of what they have tried. The activities are suitable for developing a self-directed learning course or for supplementing an existing course. This book is intended for:• Language teachers and learning advisors.• Trainers involved in professional development.• Materials developers for self-access centres or distance education.The Autonomy Approach contains three distinctive parts which focus in turn on theory, practice and development:Part A offers a detailed breakdown of the philosophy behind the Autonomy Approach. Clear rationales are established for promoting self-directed learning, and teachers are invited to reflect on the benefits of learners taking more responsibility for their own learning.Part B is packed with step-by-step activities to support learners through the development, implementation and modification of an emerging individualised learning plan.Part C promotes a deeper understanding of the Autonomy Approach, and includes strategies to develop professional practice for us, as language learning facilitators, to learn and grow from our own experience.
Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere by Hülya Atasoyi Pdf
Seminar paper from the year 2014 in the subject English Language and Literature Studies - Other, grade: 2.0, University of Duisburg-Essen (Anglophone Studies), course: Learner Autonomy in Practice, language: English, abstract: This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question “how to teach” (Brown 1994: 51) in a classroom has to be considered. First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term ‘learner autonomy’ will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above. After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher’s role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called “Great Books to Read”, methods and strategies as well ...
Building Autonomous Learners by Woon Chia Liu,John Chee Keng Wang,Richard M. Ryan Pdf
This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning. The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.
Author : Richard Pemberton,Sarah Toogood,Andy Barfield Publisher : Hong Kong University Press Page : 305 pages File Size : 41,8 Mb Release : 2009-05-01 Category : Language Arts & Disciplines ISBN : 9789622099548
Maintaining Control by Richard Pemberton,Sarah Toogood,Andy Barfield Pdf
This work explores how to make sense of autonomy in language learning. It also looks at controlling learning, learner autonomy in a mainstream writing course, reflective lesson planning, autonomy and control in curriculum development, and much more.
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms by Mark deBoer,Dmitri Leontjev Pdf
This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.
Content and Language Integrated Learning (CLIL) refers to an educational context where a foreign language (in this case English) is used as a medium of instruction in content subjects. This book presents and analyses the changes which take place in a CLIL classroom in secondary education. This book will also serve to raise CLIL teachers’ awareness of certain changes which occur in the CLIL classroom, and will consequently help them understand the process of Content and Language Integrated Learning. The book is organised into two parts: theoretical and empirical. These parts consist of six chapters each. The first three chapters review the professional literature relevant to this study, while the other three chapters are devoted to the empirical study.
Autonomy in Language Learning and Teaching by Alice Chik,Naoko Aoki,Richard Smith Pdf
This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research directions. Based on empirical studies, it explores research agendas in five emerging domains: language learning and teaching in developing countries; social censure and teacher autonomy; learner autonomy and groups; learner autonomy and digital practice; and finally, learner autonomy and space. In doing so, it sheds new light on the impact of digital media, group dynamics and the application of ecological perspectives on learner autonomy. The contributors present a novel reconsideration of new learning affordances, and their discussion of spatial dimensions provides much needed expansion in the field. This book will have international appeal and provide an invaluable resource for students and scholars of second language learning and higher education, as well as teacher educators. Chapter 2 of this book is open access under a CC BY 4.0 license via https://link.springer.com/content/pdf/10.1057%2F978-1-137-52998-5_2.pdf.
Learner Autonomy in the English Classroom by Paul Lennon Pdf
The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral proficiency, as well as work with literary texts and authentic news texts. Two studies focus specifically on the teaching of other subjects in English (Content and Language Integrated Learning). The authors describe their own empirical studies, record their classroom observations and make practical suggestions for teachers to take up in their own classrooms. All the studies are firmly grounded in second language acquisition theory and established didactic principles. They are prefaced by an introduction and a background chapter on the theory and practice of learner autonomy in language teaching.
