Language Learner Autonomy : : Theory, Practice and Research / / David Little, Leni Dam, Lienhard Legenhausen.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2017
• VerfasserIn: Little, David,; Dam, Leni,; Legenhausen, Lienhard,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2017]; ©2017
• Year of Publication: 2017
• Idioma: English
• Series: Second Language Acquisition
• Descrición Física: 1 online resource
• Other title: Frontmatter --; Contents --; Preface --; Introduction. The Autonomy Classroom: Procedures and Principles --; Part 1: The Autonomy Classroom in Practice: An Example from Lower Secondary Education --; 1. Using the Target Language: Spontaneity, Identity, Authenticity --; 2. Interaction and Collaboration: The Dialogic Construction of Knowledge --; 3. Letting Go and Taking Hold: Giving Control to the Learners --; 4. Evaluation: The Hinge on which Learner Autonomy Turns --; Part 2: Language Learner Autonomy: Evidence of Success --; 5. Exploring Learning Outcomes: Some Research Findings --; 6. Language Learner Autonomy and Inclusion: Two Case Studies --; Part 3: Language Learner Autonomy: Meeting Future Challenges --; 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy --; 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals --; Conclusion --; References --; Index
• Formato: Mode of access: Internet via World Wide Web.
• ISBN: 9781783098606; 9783110663129; 9783110606706
• DOI: 10.21832/9781783098606
• Acceso: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: David Little, Leni Dam, Lienhard Legenhausen.

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.