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Roles learners believe they have in the development of their language learning – autonomy included?

  • Christine Siqueira Nicolaides
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Learner and Teacher Autonomy
This chapter is in the book Learner and Teacher Autonomy

Abstract

Through data generated in an ethnographic research project, which studies language learners (future English teachers), it was possible to observe that learners voice the importance of being in control of their own learning. Nevertheless, in the academic context, it seems they have an imaginary territory, where they can or cannot exercise autonomy. In the classroom, they agree that the one who owns the knowledge (teacher) should be in charge of class management, which includes the determination of content, duration of the activities etc. From the learners’ perspective, besides being the one who knowsthe content, the teacher is the one that knows the best way to learn too. Outside the classroom, though, the situation changes: they feel freer to act according to their own learning beliefs and empowered to make their own decisions. All these data have been collected during a whole school year, at Catholic University of Pelotas – Brazil, when the researcher tried to construct an emic view with her participants using a range of research methods.

Abstract

Through data generated in an ethnographic research project, which studies language learners (future English teachers), it was possible to observe that learners voice the importance of being in control of their own learning. Nevertheless, in the academic context, it seems they have an imaginary territory, where they can or cannot exercise autonomy. In the classroom, they agree that the one who owns the knowledge (teacher) should be in charge of class management, which includes the determination of content, duration of the activities etc. From the learners’ perspective, besides being the one who knowsthe content, the teacher is the one that knows the best way to learn too. Outside the classroom, though, the situation changes: they feel freer to act according to their own learning beliefs and empowered to make their own decisions. All these data have been collected during a whole school year, at Catholic University of Pelotas – Brazil, when the researcher tried to construct an emic view with her participants using a range of research methods.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
https://doi.org/10.1075/aals.1.13nic

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
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