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.The tyranny of the timetable Contrary to assertions at the time (Hall and Kenny 1988), even in the late 1980s, this structure had ... During the late 1990s, teachers began to react to its form by negotiating the forthcoming course amongst themselves over coffee and a blank matrix. ... had internalized, still utilizing the field-problem-solution heuristic and working towards an extended period of time for the a#39;piece of worka#39;. ... The classroom schedule or timetable is an interesting phenomenon.
|Title||:||Learner and Teacher Autonomy|
|Author||:||Terry Lamb, Hayo Reinders|
|Publisher||:||John Benjamins Publishing - 2008-01|