Developing Learner Autonomy in Foreign Language Learning: Papers from the Independent Learning Association Conference, Mexico, June 2021. Edited by Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao.
(Autonomous Language Learning Series) [ Amazon | Angus & Robertson | Apple | Barnes & Noble / Nook | Everand | Libby/Overdrive | Perlego | Proquest | Rakuten/Kobo ]

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This edited volume contains some of the very latest research and ideas in the field of language learner autonomy. The volume is based on the idea of unity in diversity and contains chapters in both English and Spanish, representing ideas from different linguistic, cultural, political, and educational contexts. The 16 chapters present research and practice from different learning environments, such as classrooms, self-access language centres, and newly evolving learning spaces beyond the classroom. Contributions are based on selected presentations from the Independent Learning Association Conference 2021, held online. The event was organised by the Mediateca at the Escuela Nacional de Lenguas, Lingüística y Traducción (National School of Languages, Linguistics and Translation) of the National Autonomous University of Mexico in collaboration with the IATEFL Learner Autonomy Special Interest Group.
 
Este volumen editado contiene algunas de las últimas investigaciones e ideas en el campo de la autonomía del estudiante de idiomas. El volumen se basa en la idea de unidad en la diversidad y contiene capítulos tanto en inglés como en español, que representan ideas de diferentes contextos lingüísticos, culturales, políticos y educativos. Los 16 capítulos presentan investigaciones y prácticas de diferentes entornos de aprendizaje, como aulas, centros de idiomas de autoaprendizaje y nuevos espacios de aprendizaje en evolución más allá del aula. Las contribuciones se basan en presentaciones seleccionadas de la Conferencia 2021 del Independent Learning Association, celebrada en línea. El evento fue organizado por la Mediateca de la Escuela Nacional de Lenguas, Lingüística y Traducción de la Universidad Nacional Autónoma de México en colaboración con el Learner Autonomy Special Interest Group de la IATEFL.

Contents

  • Introduction Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao
  • Chapter 1. Autonomy Support Within and Outside the Language Classroom: Evaluating our Practices. Jo Mynard
  • Chapter 2. The Learner Diary as an Integral Part of the University Classroom. Anja Burkert
  • Chapter 3. Supporting Multilingual Practices in Self-Access Environments: Considerations for Language Policy. Katherine Thornton
  • Chapter 4. Pensar coherente y aprender. María de Lourdes Cuéllar Valcárcel
  • Chapter 5. Raising Teachers’ Awareness of Learner Autonomy in an EFL Malagasy Context. Dominique Vola Ambinintsoa
  • Chapter 6. Experimenting with English Learning Beyond the Remote Classroom. Fumiko Murase
  • Chapter 7. Digital Literacy and Autonomous Learning at a Mexican Escuela Normal. Gareth, L. Scyner, Alma Sanchez Linares y Yareni L. Arenas Sanchez
  • Chapter 8. Autonomía en la enseñanza de lengua materna frente a la enseñanza de una segunda lengua. Eurídice Minerva Ochoa Villanueva y María Elena González López
  • Chapter 9. Designing, Assessing, and Adapting Materials for Autonomous Learning. Christian Ludwig, Diane Malcolm, and Maria Giovanna Tassinari
  • Chapter 10. Dinámica de trabajo en un CAA: 20 años de autoaprendizaje. María Guadalupe Alcubilla Hernández y Guillermo Huerta Gutiérrez
  • Chapter 11. Nuevas fichas de aprender a aprender: el camino del aprendiente. Atenas Leticia García Gámez, María del Rosario Aragón López, Diana Berenice Martínez Rodríguez y Kazuko Nagao
  • Chapter 12. The Interrelationships Between Social Structures and Agency in Language Learning. Magdalena Avila Pardo
  • Chapter 13. Collaboration in Training as a Learning Advisor. Adelina Ruiz Guerrero
  • Chapter 14. Estrategias de acompañamiento en las tutorías entre pares para la construcción del aprendizaje autónomo en la universidad. Karina Rengifo Mattos y Alejandra Sánchez Aguilar
  • Chapter 15. Teletándem hacia la interculturalidad. Kazuko Nagao
  • Chapter 16. Learner Development Through Peer-Group Advising in Face-to-Face Tandem. Masako Wakisaka

About the editors

Christian Ludwig (PhD) is currently Visiting Professor of Teaching English as a Foreign Language at the Freie Universität Berlin, Germany. His research interests include, among others, learner autonomy, teaching literature, graphic novels, and moving images. He is the coordinator of the IATEFL Scholarship committee.
Maria Giovanna Tassinari (PhD) is Director of the self-access centre at the Language Centre of the Freie Universität Berlin. She is Joint Coordinator of the Learner Autonomy Special Interest Group (LASIG) of IATEFL, and an active member of several international networks. She is interested in autonomous language learning, advising, emotions and feelings in language learning and advising.
Adelina Ruiz Guerrero (PhD) is in charge of the Language Hub, the self-access centre at ITESO, Jesuit University of Guadalajara, Mexico. She coordinates the Diploma Course in Advising for Autonomous Learning. Her research interests are learner and teacher autonomy, self-access learning, Ignatian pedagogy and Ignatian Style Accompanying (acompañamiento Ignaciano).
​Kazuko Nagao (MA) es actualmente profesora asociada de tiempo completo de la Universidad Hirosaki de Japón. Ha sido asesora de la mediateca y profesora de japonés, de la licenciatura en lingüística aplicada y formación de profesores de la de la Escuela Nacional de Lenguas, Lingüística y Traducción de la Universidad Nacional Autónoma de México. Su área de interés es el desarrollo de competencias en teletándem enfocado a la autonomía, colaboración y comunicación intercultural.

Publication details

Publication date: 2023 
​Purchase
Ebook, $9.99 
Print book, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
Series editor: Jo Mynard​
ISBN (ebook): 9798215929995
ISBN (print): 9798868102035
DOI: https://doi.org/10.47908/29 
12% of royalties will be donated to IATEFL Learner Autonomy Special Interest Group in order to support events and scholarships for teachers