Chapter 16: Conclusions. By Anja Burkert, Leni Dam, and Christian Ludwig
‘Unity in diversity’ seems to be a good motto for this book. Unity, of course, because all contributors to this publication follow the same aim, i.e. helping their learners to become actively engaged in their own learning. This involves all steps of the learning process from planning to monitoring, evaluating and assessing. In order to achieve this aim, teachers need to transfer some of their power to their learners.
However, we are also diverse in many ways. We all work in different cultural and institutional contexts with different perceptions of what learner autonomy entails and how it can be implemented. We have all gone through training processes which differ fundamentally and which have affected our (teacher) personalities to different degrees.
This book contains many examples of learner autonomy in practice and you, as readers, might ask yourself what you can learn from these personal accounts and research results. Well, first they show you that you are not alone. There are many teachers and learners out there who try to promote their students’ autonomy every day with the ups and downs this demanding task involves.
Second, we hope that you will find yourself or your learners in some of the stories. However it may be, we hope that you have enjoyed reading this book as much as we enjoyed putting it together.
Anja Burkert (Austria), Leni Dam (Denmark), and Christian Ludwig (Germany), July 2013
Citation (APA 7)
Burkert, A., Dam, L., & Ludwig, C. (2019). Conclusions. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (p. 282). Candlin & Mynard. https://doi.org/10.47908/9/16 (Original work published 2013)
However, we are also diverse in many ways. We all work in different cultural and institutional contexts with different perceptions of what learner autonomy entails and how it can be implemented. We have all gone through training processes which differ fundamentally and which have affected our (teacher) personalities to different degrees.
This book contains many examples of learner autonomy in practice and you, as readers, might ask yourself what you can learn from these personal accounts and research results. Well, first they show you that you are not alone. There are many teachers and learners out there who try to promote their students’ autonomy every day with the ups and downs this demanding task involves.
Second, we hope that you will find yourself or your learners in some of the stories. However it may be, we hope that you have enjoyed reading this book as much as we enjoyed putting it together.
Anja Burkert (Austria), Leni Dam (Denmark), and Christian Ludwig (Germany), July 2013
Citation (APA 7)
Burkert, A., Dam, L., & Ludwig, C. (2019). Conclusions. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (p. 282). Candlin & Mynard. https://doi.org/10.47908/9/16 (Original work published 2013)
Information About the Book
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...