The Teacher’s Role in Developing Learner Autonomy. Edited by Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová
(Autonomous Language Learning Series)
As the title suggests, it is the teacher who is in the spotlight of this volume on learner autonomy. The issues addressed herein include the specific and ever-changing role of teachers within the context of autonomous learning; an impassioned promotion of professionalism, creativity, reflection, and ability to tune into the minds of students; the effectivity of teaching in general; and, last but not least, the teacher’s own autonomy.
In autonomous learning, learners become “researchers of their own learning”. Likewise, teachers should become “researchers of their own teaching” and, as this book attests, they indeed do. When the focus of their explorations is learner autonomy, the results can include theoretically grounded research papers with practical applications, action research and exploratory practice, and good practice papers which emphasise how learner autonomy is being promoted.
This book is not only written by teachers but also addressed directly to them. Teachers at all levels, in different teaching contexts, and of various languages can benefit from the ideas and adapt them to fit their unique teaching situation and benefit their own students.
In autonomous learning, learners become “researchers of their own learning”. Likewise, teachers should become “researchers of their own teaching” and, as this book attests, they indeed do. When the focus of their explorations is learner autonomy, the results can include theoretically grounded research papers with practical applications, action research and exploratory practice, and good practice papers which emphasise how learner autonomy is being promoted.
This book is not only written by teachers but also addressed directly to them. Teachers at all levels, in different teaching contexts, and of various languages can benefit from the ideas and adapt them to fit their unique teaching situation and benefit their own students.
Chapters
- Preface: Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová: The Teacher’s Role in Developing Learner Autonomy
- Chapter 1: David Little: The Future of Language Learner Autonomy: Theory, Practice, Research
- Chapter 2: Leni Dam: Developing Language Learner Autonomy: The Teacher as Action Researcher
- Chapter 3: Joe Lennon: “Advisor, Counselor, Mentor, Coach—What Should We Call Ourselves?
- Chapter 4: Barbora Chovancová, Alena Hradilová and Štěpánka Bilová: On the Road to Autonomy: Degrees of Learner Autonomy in Experiential Learning
- Chapter 5: Michaela Klírová: Using Learning Journals to Develop Learner Autonomy
- Chapter 6: Linda Pospisilova: Enhancing Language Learner Autonomy with ePortfolio Implementation
- Chapter 7: Monica Hrebackova and Jana Zverinova: Considering Aspects of Autonomous Learning in Virtual Exchange Practice
- Chapter 8: Ladislav Václavík: Learner Autonomy in Classes of Business English using Quizlet
- Chapter 9: Ivana Mičínová: Supporting the Development of Academic and Professional Identity in Students of Bachelor Study Programmes through Autonomous Learning
- Chapter 10: Jana Kubrická: Teaching Dogme: Materials-Light, Autonomy-Rich?
About the editors
Kateřina Sedláčková is an assistant professor at the Masaryk University Language Centre, Brno, Czech Republic.
Barbora Chovancová teaches English for legal purposes at Masaryk University Language Centre. She holds a PhD in English linguistics, having specialised in pragmatic aspects of courtroom interrogation. Apart from her extensive experience in ESP teacher training, she has also been active in the area of designing and developing ELT materials. Her professional interests include mediation as a language skill, counselling, and promoting autonomous learning in and outside the classroom.
Štěpánka Bilová is the Head of the Language Centre Unit at the Faculty of Law, Masaryk University. As an ESP instructor, she specialises in teaching English for legal purposes and English for mathematicians. Her main academic interests include designing syllabi and course materials as well as developing students’ professional skills. She has been involved in activities encouraging autonomous learning, e.g. counselling. She is also keen on using information technology both in and outside the classroom.
Barbora Chovancová teaches English for legal purposes at Masaryk University Language Centre. She holds a PhD in English linguistics, having specialised in pragmatic aspects of courtroom interrogation. Apart from her extensive experience in ESP teacher training, she has also been active in the area of designing and developing ELT materials. Her professional interests include mediation as a language skill, counselling, and promoting autonomous learning in and outside the classroom.
Štěpánka Bilová is the Head of the Language Centre Unit at the Faculty of Law, Masaryk University. As an ESP instructor, she specialises in teaching English for legal purposes and English for mathematicians. Her main academic interests include designing syllabi and course materials as well as developing students’ professional skills. She has been involved in activities encouraging autonomous learning, e.g. counselling. She is also keen on using information technology both in and outside the classroom.
Publication details
Publication date: April, 2020
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9780463438138
ISBN (print): 9781659271355
Series editor: Jo Mynard
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9780463438138
ISBN (print): 9781659271355
Series editor: Jo Mynard