Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 19 - Language Learner Autonomy and Transformative Classroom Practice

  • from Part V - The Learner
  • Edited by Betty Lou Leaver, Dan E. Davidson, Christine Campbell
  • Book:
    Transformative Language Learning and Teaching
    Published online:
    26 January 2021
    Print publication:
    21 January 2021, pp 176-183

  • Summary

    This chapter traces the evolution of language learner autonomy under the impact of transformative classroom practice. It begins by summarizing Holec's definition of the concept, and then describes an approach to teaching and learning that sought to operationalize that definition, but with two added features: use of the target language for all classroom communication; and a strong emphasis on collaborative learning. This gave the concept of language learner autonomy explanatory power: learners acquire L2 proficiency when their agency is channeled through the target language. The chapter then turns to inclusive education, describing an approach to the integration of immigrant pupils that engages their agency by encouraging them to use their home languages in the classroom. This enables them to develop a capacity for agentive behavior in English and Irish with the cognitive support their home language provides. The chapter concludes by briefly associating the two learning environments described with the concept of plurilingualism as it is defined in the Common European Framework of Reference for Languages.