Author: Henri HolecPublisher:
ISBN:
Category : Independent study
Languages : en
Pages : 174
Book Description
Autonomie Et Apprentissage Autodirigé
Author: Henri HolecPublisher:
ISBN:
Category : Independent study
Languages : en
Pages : 174
Book Description
Autonomy and Self-Directed Learning
Author: Henri HOLECLearner and Teacher Autonomy
Author: Terry LambPublisher: John Benjamins Publishing
ISBN: 9027291691
Category : Language Arts & Disciplines
Languages : en
Pages : 296
Book Description
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
L'autonomie de l'apprenant : La perspective de l'enseignant
Author: George CamilleriPublisher: Council of Europe
ISBN: 9287140782
Category : Education
Languages : en
Pages : 92
Book Description
Strategies in Language Learning and Use
Author: Henri HolecPublisher: Council of Europe
ISBN: 9789287127716
Category : Political Science
Languages : en
Pages : 132
Book Description
These studies were prepared in the context of preliminary work on the development of a Common European Framework of reference for language learning and teaching. The authors explore the notion of strategic competence in communication and learning situations."
Support in Education
Author: Chrysta PelissierPublisher: John Wiley & Sons
ISBN: 1119777313
Category : Education
Languages : en
Pages : 272
Book Description
This book aims to reflect the contours of the notion of aid as it is questioned by current scientific research. This notion appears as fuzzy in its scope of intervention, in its methods of multidisciplinary and multi-referential approaches in theoretical frameworks convened. Present in different areas that we propose to investigate in the book (training and teaching at university, inclusion in education, but also prevention, the fight against failure in orientation), the notion of help questions research in SHS and Computer Science. It comes in different formats labeled "help" but also "support", "support" or "guidance". In order to take stock of these notions and to question their differences, we convoke several authors (French and foreign) who participate by their research (-action) underlining components and environmental factors of the device that give this notion any its thickness.
Author: Publisher: Odile Jacob
ISBN: 2738191568
Category :
Languages : en
Pages : 233
Book Description
Mediating Between Theory and Practice in the Context of Different Learning Cultures and Languages
Author: David NewbyPublisher: Council of Europe
ISBN: 9287152705
Category : Political Science
Languages : en
Pages : 214
Book Description
Report of a workshop held in Graz, Austria on September 11, 2001
Maintaining Control
Author: Richard PembertonPublisher: Hong Kong University Press
ISBN: 9622099548
Category : Language Arts & Disciplines
Languages : en
Pages : 305
Book Description
This work explores how to make sense of autonomy in language learning. It also looks at controlling learning, learner autonomy in a mainstream writing course, reflective lesson planning, autonomy and control in curriculum development, and much more.
Decolonizing Language Learning, Decolonizing Research
Author: Colette DespagnePublisher: Routledge
ISBN: 0429633327
Category : Language Arts & Disciplines
Languages : en
Pages : 168
Book Description
This volume explores the socio-political dynamics, historical forces, and unequal power relationships which mediate language ideologies in Mexican higher education settings, shedding light on the processes by which minority students learn new languages in postcolonial contexts. Drawing on data from a critical ethnographic case study of a Mexican university over several years, the book turns a critical lens on language learning autonomy and the use of the Common European Framework of Reference for Languages (CEFR) in postcolonial higher education settings, and advocates for an approach to the language learning and teaching process which takes into account minority language learners’ cultural heritage and localized knowledge. Despagne also showcases this approach in the unique research methodology which underpins the data, integrating participatory methods such as Interpretative Focus Groups in an attempt to decolonize research by engaging and involving participants in the analysis of data. Highlighting the importance of critical approaches in encouraging the equitable treatment of diverse cultures and languages and the development of agency in minority language learners, this book will be key reading for researchers in sociolinguistics, educational linguistics, applied linguistics, ethnography of communication, and linguistic anthropology.