1st Edition
Autonomy in Language Education Theory, Research and Practice
Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec’s seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field.
Introduction
Manuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)
Part 1. Historical and theoretical avenues
1. The discourse of Holec’s Autonomy and foreign language learning
David M. Palfreyman (Zayed University, Dubai)
2. From language learning strategy research to a sociocultural understanding of self-regulated learning
Xuesong (Andy) Gao & Jingjing Hu (University of Hong Kong)
3. Advising for language learner autonomy: theory, practice, and future directions
Jo Mynard (Kanda University of International Studies, Japan)
4. A framework for learning beyond the classroom
Hayo Reinders (Unitec, New Zealand)
5. Autonomy in the age of multilingualism
Phil Benson (Macquarie University, Australia) & Terry Lamb (University of Westminster, UK)
6. Learner autonomy and Holec’s model: a complexity perspective
Garold Murray (Okayama University, Japan)
Part 2. Research and practical avenues
7. Autonomy in language learning in Brazil: an exploratory review
Vera Lucia Menezes de Oliveira e Paiva & Junia de Carvalho Fidelis Braga (Federal University of Minas Gerais, Brasil)
8. Seeing language learner autonomy in young learners’ visual narratives
Alice Chik (Macquarie University, Australia) & Silvia Melo-Pfeifer (University of Hamburg, Germany)
9. From there to autonomy: an autoethnobiography of ALMS
Leena Karlsson & Fergal Bradley (University of Helsinki, Finland)
10. The changing role of self-access in fostering learner autonomy
Katherine Thornton (Otemon Gakuin University, Japan)
11. Self-access language centres: practices and research perspectives
Maria Giovanna Tassinari & J. Javier Martos Ramos
12. A study into pre-service FL teachers’ perceptions of their willingness, ability and opportunity to promote learner autonomy
Borja Manzano Vázquez (University of Granada, Spain)
13. Initial teacher education for autonomy: using possible selves theory to help student teachers construct their professional identity
Manuel Jiménez Raya (University of Granada, Spain)
14. Language teacher education for autonomy: the role of inquiry in practicum experiences
Flávia Vieira (University of Minho, Portugal)
Avenues for autonomy: concluding remarks
Manuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)
Biography
Manuel Jiménez Raya is Professor of Applied Linguistics at the University of Granada (Spain). His main research interests are pedagogy for autonomy and language teacher education. He has co-authored the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).
Flávia Vieira is full Professor at the University of Minho (Portugal). She works in the fields of language teacher education, supervision, and pedagogy in HE. She is co-author of the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).
