Realizing Autonomy - Irie, Kay

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Résumé :
Realizing Autonomy: Practice and Reflection in Language Education Contexts presents critical practitioner research into innovative approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and perspectives on the challenges and contradictions of learner autonomy.

Biographie:
NAOKO AOKI Professor at the Graduate School of Letters, Osaka University, Japan PHILIP SHIGEO BROWN Special Lecturer at Konan Women's University, Japan, a tutor on the University of Birmingham distance MA TEFL/SL program and has taught in Japan for almost 10 years in various contexts PETER CASSIDY is teaching pre-kindergarten children at Mitsui Gardens International Preschool, Japan DARREN ELLIOTT is a language instructor at Nanzan University in Nagoya, Japan SUE FRASER teaches at Seisen Jogakuin College, Nagano, Japan SANDRA GILLESPIE worked as an Associate Professor in the Faculty of Social Informatics at Aoyama University, Japan GREGORY PAUL GLASGOW Adjunct Lecturer at the University of the Sacred Heart, Tokyo, Japan NANCI GRAVES is teaching full-time at Kobe Steel's in-house English training program NAOKO HARADA teaches at the Senior High School Affiliated with Japan Women's University, Japan CHIKA HAYASHI Senior Instructor of English at Seikei University, Japan SHOKO IEDA Assistant Professor in the Faculty of Foreign Studies at Reitaku University, Tokyo, Japan TOMOKO IKEDA Associate Professor at J. F. Oberlin University, Tokyo, Japan and co-coordinates the Japanese Language Program of the university HIDEO KOJIMA is a teacher educator at Hirosaki University, Japan YUKO KOBAYASHI is working at Senzoku Gakuen High School, Japan, teaching advanced-level senior students MASUKO MIYAHARA Lecturer for the English Language Program at International Christian University in Tokyo, Japan FUMIKO MURASE has taught English at a university in Japan for several years MARTHA ROBERTSON teaches in the Department of Comparative Cultures at Aichi University, Japan COLIN RUNDLE Lecturer providing academic language and learning support to students at the National Graduate Institute for Policy Studies in Tokyo, Japan NOBUKO SAITO Professor of Japanese as a Second Language at J. F. Oberlin University, Tokyo, Japan JOSEPH P. SIEGEL Lecturer in the Centre for Language Education at Ritsumeikan Asia Pacific University, Japan COLIN SKEATES Part-time Lecturer at several universities in the Tokyo area, Japan RICHARD SMITH Associate Professor in the Centre for Applied Linguistics, University of Warwick, UK SCOTT THORNBURY teaches on an MA TESOL program for the New School, New York, USA STACEY VYE has been teaching English in Japan for over twenty years, and is currently an Assistant Professor at Saitama University, Japan CHRISTOPHER WHARTON runs a private English school in Japan...

Sommaire:
List of Tables List of Figures Foreword: R.Smith &N.Aoki Acknowledgements Notes on Contributors Realizing Autonomy: Contradictions in Practice and Context; A.Stewart & K.Irie Learner Autonomy for International Students: Evolution of a University JSL Program; T.Ikeda , N.Saito & S.Ieda Experimenting with Autonomy: Learners Teaching Learners; C.Wharton Introducing a Negotiated Curriculum; P.S.Brown Creating Space for Learning: Language Learning Materials and Autonomy; M.Miyahara Learner Development Through Listening Strategy Training; J.P.Siegel Transformative Learning in Action: Insights from the Practice of Journal Writing; C.Hayashi Scaffolding Economics Language and Learning with Case Studies; C.Rundle The Truth of the Tale: Reconceptualizing Authority in Content-Based Teaching; M.Robertson Creating a Writing Center: Autonomy, Interdependence, and Empowerment; P.Cassidy , S.Gillespie , G.P.Glasgow , Y.Kobayashi & J.Roloff Who, What, How? Autonomy and English Through Drama; S.Fraser Positive Interdependence for Teacher and Learner Autonomy: The Case of the CARTA Program; H.Kojima Parallel Blogging: Explorations in Teacher and Learner Autonomy; D.Elliott 'Nothing to Worry About': Anxiety-reduction Strategies in Harry Potter's Class and Mine; N.Harada Responding to Video Journals: Rethinking the Role of Feedback for Learner Autonomy; C.Skeates Listen to Students' Stories: Promoting Learner Autonomy through Out-of-Class Listening Activities; F.Murase Practical Frustration Busters for Learner and Teacher Autonomy; N.Graves & S.Vye Afterword: Dogme for Beginners: The Autonomy of the Group; S.Thornbury Index