Chapter 2: Exploring a Model of Autonomy to Live, Learn and Teach by. By Carol J. Everhard
Abstract
While there have been many attempts to define and redefine autonomy in language learning in order to outline and pinpoint its inherent qualities, it has been a rather different matter when it comes to providing some kind of model of or model for autonomy on which to base language learning and teaching practices. It is unfortunate that the few attempts to provide such a model have been somewhat neglected, since a model could perhaps enable us to transform theory into practice and serve as a framework or guide which could inform our learning, teaching, and even living. In this paper, I will examine the EFL models for autonomy which were investigated for deployment on the Assessment for Autonomy Research Project (AARP), initiated in 2005 and completed in 2010, and consider their advantages and drawbacks. I will then explore the possibility of whether a model, created by Stolk, Martello and Geddes (2007) for the Lifelong Learning of Engineers and adapted by the author to the context of the AARP in a Greek Higher Education (HE) EFL setting, could be appropriated and used by others in different educational, cultural, geographical and socio-political contexts.
Citation (APA 7)
Everhard, C. J. (2019). Exploring a model of autonomy to live, learn and teach by. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 30-52). Candlin & Mynard. https://doi.org/10.47908/9/2 (Original work published 2013)
While there have been many attempts to define and redefine autonomy in language learning in order to outline and pinpoint its inherent qualities, it has been a rather different matter when it comes to providing some kind of model of or model for autonomy on which to base language learning and teaching practices. It is unfortunate that the few attempts to provide such a model have been somewhat neglected, since a model could perhaps enable us to transform theory into practice and serve as a framework or guide which could inform our learning, teaching, and even living. In this paper, I will examine the EFL models for autonomy which were investigated for deployment on the Assessment for Autonomy Research Project (AARP), initiated in 2005 and completed in 2010, and consider their advantages and drawbacks. I will then explore the possibility of whether a model, created by Stolk, Martello and Geddes (2007) for the Lifelong Learning of Engineers and adapted by the author to the context of the AARP in a Greek Higher Education (HE) EFL setting, could be appropriated and used by others in different educational, cultural, geographical and socio-political contexts.
Citation (APA 7)
Everhard, C. J. (2019). Exploring a model of autonomy to live, learn and teach by. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 30-52). Candlin & Mynard. https://doi.org/10.47908/9/2 (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...