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Language teachers --- Language and languages --- Learner autonomy --- Multicultural education --- Professeurs de langue --- Langage et langues --- Autonomie de l'apprenant --- Education interculturelle --- Training of --- Study and teaching. --- Formation --- Etude et enseignement --- Foreign language study --- Language and education --- Language schools --- Intercultural education --- Education --- Culturally relevant pedagogy --- Autonomy (Education) --- Study and teaching --- Culturally sustaining pedagogy --- Language and languages Study and teaching

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This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research directions. Based on empirical studies, it explores research agendas in five emerging domains: language learning and teaching in developing countries; social censure and teacher autonomy; learner autonomy and groups; learner autonomy and digital practice; and finally, learner autonomy and space. In doing so, it sheds new light on the impact of digital media, group dynamics and the application of ecological perspectives on learner autonomy. The contributors present a novel reconsideration of new learning affordances, and their discussion of spatial dimensions provides much needed expansion in the field. This book will have international appeal and provide an invaluable resource for students and scholars of second language learning and higher education, as well as teacher educators. Alice Chik is Senior Lecturer in Educational Studies at Macquarie University, Australia. Naoko Aoki is Professor of the Graduate School of Letters, Osaka University, Japan, where she teaches Japanese as a second language pedagogy. Richard Smith is a Reader and Associate Professor at the University of Warwick, UK. Chapter 2 of this book is open access under a CC BY 4.0 license via link.springer.com. .

Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- Learner autonomy. --- Language and languages --- Second language acquisition. --- Study and teaching. --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Autonomy (Education) --- Education --- Applied linguistics. --- Language and education. --- Language and languages—Study and teaching. --- Applied Linguistics. --- Language Education. --- Language Teaching. --- Educational linguistics

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This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education.

Language and languages --- Learner autonomy. --- Teaching, Freedom of. --- Autonomy (Education) --- Education --- Foreign language study --- Language and education --- Language schools --- Freedom of teaching --- Teacher autonomy --- Academic freedom --- Religious education --- Theology --- Toleration --- University autonomy --- Study and teaching. --- Study and teaching --- Learner autonomy --- Language and languages Study and teaching --- Language and languages - Study and teaching

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Independent learning is not a new concept for language educators but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and deepen our understanding of how it may be applied most effectively both inside and outside the classroom. The book's authors use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development viewpoints, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner--each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts. This book will be of value to pre-service and in-service teachers, curriculum developers and teacher educators working in diverse educational contexts in more fully appreciating the contribution an independent learning focus can make to successful learning.

Learner autonomy. --- Independent study. --- Language and languages --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Modular approach in education --- Study, Independent --- Study skills --- Tutors and tutoring --- Universities and colleges --- Open learning --- Autonomy (Education) --- Education --- Study and teaching (Higher) --- Self-instruction. --- Honors courses

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This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

Language and languages --- Learner autonomy. --- L2 education. --- L2 learning. --- L2 teaching. --- L2 teaching/learning. --- Language learner autonomy. --- SLA. --- classroom practice. --- dialogic/collaborative L2 learning. --- differentiation. --- inclusive pedagogy. --- language teacher education. --- learner autonomy. --- pedagogical theory. --- second language acquisition. --- LANGUAGE ARTS & DISCIPLINES / Study & Teaching. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Autonomy (Education) --- Education --- Study and teaching (Secondary) --- differentiation .