Whereas in previous decades autonomous, self-directed or
'independent' learning may have been assumed to be an alternative
to classroom learning, the emphasis has now shifted to the point
where learner autonomy, viewed as capacity to take charge of one's
own learning, is increasingly being promoted as a goal for general
language education. Autonomy, as Phil Benson points out in his
chapter, has "become part of the current orthodoxy of language
teaching and learning research and practice: an idea that
researchers and teachers ignore at their peril".
This volume brings together a diverse body of work by leading
theorists of autonomy in language education, as well as locally
situated accounts by autonomy practitioners working with
secondary-level, university or adult migrant learners, or engaged
in teacher education and curriculum development. Localising
autonomy in such settings, different views of autonomy emerge as
social practice, much less an abstract set of discrete skills,
attitudes or behaviours to be developed, and much more a
historically and socially situated process that evolves through
relations among persons-in-action in specific contexts of practice.
Different authors explore learners' and teachers' voices to raise
thought-provoking questions about roles, resources and practices
important to any pedagogy for autonomy.
Suitable for use with teachers in pre-service and in-service
training, this landmark volume will also strongly appeal to
teachers working in different education sectors, as well as teacher
educators and researchers.
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