Navigating Language Learner Autonomy

Navigating Foreign Language Learner Autonomy. Edited by Christian Ludwig, Maria Giovanna Tassinari, and Jo Mynard (Autonomous Language Learning Series)

Navigating Foreign Language Learner Autonomy provides novel insights into both the theory and practice of learner autonomy in the context of foreign language education, and does so in multiple languages and through multiple voices. The contributing authors showcase effective practices and new directions in research, but also report on the status quo of learner autonomy at institutions around the world. Most of the authors write about their experiences with implementing foreign language learner autonomy in their home or dominant language(s). The volume contains full chapters or extracts in 15 languages: Czech, Danish, English, Finnish, German, Hungarian, Italian, Japanese, Korean, Mandarin Chinese, Māori, Portuguese, Spanish, Thai, and Turkish. Each chapter is accompanied by a chapter or summary in English, along with a glossary and some reflective questions. As a starting point, a theoretical introduction is provided by David Little, and to conclude, the editors analyse the narratives of the contributors and comment on the process of navigating autonomy through different languages.

Chapters

Preliminary chapters [download sample]

Christian Ludwig, Jo Mynard, and Maria Giovanna Tassinari

How do we Navigate Foreign Language Learner Autonomy?

David Little

Introduction

Navigating foreign language learner autonomy

1: Chinese
Shu-Hua Vivien Kao, Fang-Fang Joy Kuan, and Yi-Chien Wang

自主學習於儒家教育文化之教學實務:論辨與展望
Learner Autonomy in a Confucian Cultural Heritage Context: Debates and Possibilities

2. Czech
Barbora Chovancová, Joseph Lennon, Anjuli Pandavar, Eva Rudolfová, Martina Šindelářová Skupeňová, and Lenka Zouhar Ludvíková

Na vlnách autonomie: Sdílení dobré praxe mezi jazykovými poradci v Centru jazykového vzdělávání na Masarykově univerzitě
Riding the Waves of Autonomy: Language Counsellors’ Reflections at Masaryk University Language Centre

3. Danish
Frank Lacey

Elevautonomi: Elevernes Perspektiv
Learner Autonomy: The Students’ Perspective

4. English (with Māori, Japanese and Korean)
Charmaine Tukua, Ryoko de Burgh-Hirabe, Mijung Kim, and Kerstin Dofs

Preparing Them: Autonomous Learning and Teaching Experiences by Four Language Educators in New Zealand

5. Finnish
Leena Karlsson, Marja Suojala, and Satu von Boehm

Mistä puhumme, kun puhumme oppijan ja opettajan autonomiasta?
What do we Talk About When we Talk About Learner and Teacher Autonomy?

6. German
Anja Burkert, Katja Heim, and Klaus Schwienhorst

Lernerautonomie in Lehrerbildung und Sprachlehre an Universitäten: Drei Beispiele aus Deutschland und Österreich
Teaching at University Level: Three Examples from Germany and Austria

7. Hungarian
Réka Asztalos, Alexandra Szénich, and Kata Csizér

Nyelvoktatás és autonóm nyelvtanulás – helyzetkép és megújulási törekvések Magyarországon
Foreign Language Teaching and Autonomous Language Learning: An Overview and Innovative Practices in Hungary

8. Italian
Marcella Menegale and Graziella Pozzo

La didattica metacognitiva nell’insegnamento delle lingue in Italia
The Role of ‘Learning to Learn’ in Second and Foreign Language Education in Italy

9. Japanese
Kie Yamamoto and Yuri Imamura

対話の中で成長する学習者オートノミー: セルフアクセスセンターにおける社会的学習機会の考察
Developing Learner Autonomy through Dialogue:Considering Social Learning Opportunities in Self-Access Centers

10. Portuguese
Christine Siqueira Nicolaides, Larissa Dantas, Rodrigues Borges, Vanessa Moreno Mota, Vera Lucia Menezes de Oliveira e Paiva, Vilson Leffa, and Walkyria Magno e Silva

Estudos de Autonomia na Aprendizagem de Línguas Adicionais no Brasil: Caminhos e Perspectivas
Studies in Autonomy in Additional Languages Learning in Brazil: Paths and Perspectives

11. Spanish
Diego Mideros, Nicole Roberts, Paola Palma, and Natalia Cardona-Villa

Aprendientes Autónomos de Español en un Contexto del Caribe Angloparlante: Estudio Fenomenológico en Trinidad y Tobago
Autonomous Learners of Spanish in an Anglophone Caribbean Context: A Phenomenological Study in Trinidad and Tobago

12. Thai
Pornapit Darasawang, Pamarat Wiriyakarun, Punyapa Sangsri, Hassan Mahjoor, Rigoberto Vazquez Breton, Pawarit Wongpornprateep, Napat Kaewkascholkul, Pathamawadee Thanasitrittisorn, Siting Ou, and Napassanant Chanuntika

การสะท้อนความคิดเกี่ยวกับการทำให้ผู้เรียนเรียนรู้ด้วยตนเองได้ในบริบทของประเทศไทย:จากทฤษฎีสู่การลงมือปฏิบัติ
Reflections on Fostering Autonomy in A Thai Context: From Theory to Practice

13. Turkish
Ayşegül Okay, Cem Balçıkanlı, and Kemal Sinan Özmen

Türkiye’de Yabanci Dil Öğrenen Özerkliği
Language Learner Autonomy in Turkey

The collaborative writing process

Christian Ludwig, Jo Mynard, and Maria Giovanna Tassinari

The Development of the Field of Language Learner Autonomy through the Collaborative Writing Process

Appendix

Authors’ Statements

Publication details

Publication date: 2020
Ebook, $19.99
Print book, 552 pages, $39.99
Series: Autonomous Language Learning
ISBN (ebook): 9780463569900
ISBN (print): 9798630224071
https://doi.org/10.47908/7
Series editor: Jo Mynard

About the editors

Christian Ludwig is currently Professor of ELT at the Freie Universität Berlin, Germany. His teaching and research interests include enhancing learner autonomy in the EFL classroom as well as computer-assisted language learning. His main focus of research lies in the reconstruction of gender and other identities in contemporary young adult dystopias and South African literature. Since 2015 he has been the coordinator of the IATEFL Learner Autonomy Special Interest Group and external consultant for Cornelsen Publishing. He has been visiting scholar at, among others, universities in South Africa, Japan, and Belgium.

Giovanna Tassinari is Director of the Centre for Independent Language Learning at the Language Centre of the Freie Universität Berlin, Germany. She works as language advisor and as teacher trainer. Her research interests are learner autonomy, language advising, and emotion and feelings in language learning. She is co-editor of several books and author of articles and book chapters in German, English and French.

Jo Mynard is a Professor, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International studies in Japan. She has an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland and an Ed.D. in TEFL from the University of Exeter, UK. Her research interests include learner autonomy, advising, self-access and affect in language learning.

​Navigating Foreign Language Learner Autonomy. Edited by Christian Ludwig, Maria Giovanna Tassinari, and Jo Mynard (Autonomous Language Learning Series)

Chapters

Publication details

About the editors

Navigating Foreign Language Learner Autonomy. Edited by Christian Ludwig, Maria Giovanna Tassinari, and Jo Mynard (Autonomous Language Learning Series)