A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education
Can learner autonomy as a pedagogical approach improve the quality of foreign language learning? How can this approach be constructed so that it empowers foreign language learners to increase their learning independence and create the conditions for continuing progress? This book seeks to contribute to a longstanding and yet ongoing debate around questions such as these. It has been written by teacher trainers from several different European countries for foreign language teacher trainers and for teachers in training. The authors are committed to building a theoretical framework for the development of learner autonomy as well as working out its practical implications for foreign language teaching. The first three chapters of the book aim to help trainers and teachers understand the theory which is relevant to learner autonomy and the principles which support it. The last three chapters present practical ways of fostering learner autonomy in order to facilitate intercultural competence as well as develop listening, reading, speaking and writing skills in a foreign language.
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A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education
Can learner autonomy as a pedagogical approach improve the quality of foreign language learning? How can this approach be constructed so that it empowers foreign language learners to increase their learning independence and create the conditions for continuing progress? This book seeks to contribute to a longstanding and yet ongoing debate around questions such as these. It has been written by teacher trainers from several different European countries for foreign language teacher trainers and for teachers in training. The authors are committed to building a theoretical framework for the development of learner autonomy as well as working out its practical implications for foreign language teaching. The first three chapters of the book aim to help trainers and teachers understand the theory which is relevant to learner autonomy and the principles which support it. The last three chapters present practical ways of fostering learner autonomy in order to facilitate intercultural competence as well as develop listening, reading, speaking and writing skills in a foreign language.
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A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education

A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education

A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education

A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education

Overview

Can learner autonomy as a pedagogical approach improve the quality of foreign language learning? How can this approach be constructed so that it empowers foreign language learners to increase their learning independence and create the conditions for continuing progress? This book seeks to contribute to a longstanding and yet ongoing debate around questions such as these. It has been written by teacher trainers from several different European countries for foreign language teacher trainers and for teachers in training. The authors are committed to building a theoretical framework for the development of learner autonomy as well as working out its practical implications for foreign language teaching. The first three chapters of the book aim to help trainers and teachers understand the theory which is relevant to learner autonomy and the principles which support it. The last three chapters present practical ways of fostering learner autonomy in order to facilitate intercultural competence as well as develop listening, reading, speaking and writing skills in a foreign language.

Product Details

ISBN-13: 9783631393734
Publisher: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Publication date: 10/16/2003
Series: Foreign Language Teaching in Europe , #8
Pages: 238
Product dimensions: 5.80(w) x 8.20(h) x 1.70(d)

About the Author

The Editors: Kees van Esch is Associate Professor in Spanish and Applied Linguistics and a teacher trainer at ILS, the graduate school of education of Nijmegen University (The Netherlands). He obtained his doctorate from this university in 1987. The areas of interest in his research are applied linguistics and the didactics of foreign languages in general and of Spanish in particular. He has also published several course books of Spanish.
Oliver St. John is an Englishman now working in Sweden where he is responsible for teacher education within the department of modern languages at the University of Gävle. He is currently doing an M.A. in language pedagogy in Uppsala University and is also involved in writing language skills development teaching materials for secondary school pupils.

Table of Contents

Contents: Kees van Esch/Adri Elsen: ‘Monoculturalism, stereotypes and beyond’ – Gloria Jover: Cognitive and Attitudinal Development in Intercultural Learning – Ragnar Aagård/Oliver St. John: ‘Home And Horizon’ – Helga Deeg: Intercultural Learning: Celebrating Christmas as an example of a religious celebration in a multicultural group of learners – Marion Friedrich: ‘Meeting for meals’ – Gloria Jover: Learning to teach how to understand spoken language – Petra Bohn/Adri Elsen/Kees van Esch/Marion Friedrich: Learning to teach how to read in a foreign language – Ragnar Aagård/Oliver St. John: Learner Autonomy in Speaking Skills Development – Adri Elsen/Oliver St. John: ‘Profiling for Progress’: Learner Autonomy in Writing Skills Development – Marion Friedrich/Kees van Esch: Learner Autonomy in Initial Foreign Language Teacher Training: Writing Skills – Ragnar Aagård/Helga Deeg/Gloria Jover: Learner Autonomy in Developing Writing Skills.
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