Strategies for teaching and learning languages: autonomy

Abstract

[Summary generated by Poe]

This edition of Babylonia focuses on autonomy in language teaching and learning, featuring contributions from various experts in the field. It emphasizes the importance of developing learner autonomy as a key strategy for effective language education.

Key Contributions:

1. Henry Holec introduces the concept of learner autonomy, defining it as the ability of learners to take charge of their own learning process. He highlights the need for learners to determine their objectives, contents, methods, and evaluation criteria in language learning.
2. Muiris O Laoire discusses the implementation of autonomous language learning in Irish post-primary schools. He outlines collaborative efforts with teachers and emphasizes how learners can reflect on their experiences through journaling, enhancing engagement and responsibility.
3. Susy Keller shares insights on fostering autonomy in the classroom, presenting practical strategies and materials that encourage students to take initiative in their learning. She argues that autonomy is essential for developing critical thinking and self-directed learning skills.
4. Graziella Ghisla-Zurfluh reflects on her teaching experiences, noting the challenges and successes of implementing autonomy in a mixed-ability classroom. She emphasizes the role of the teacher as a facilitator rather than a sole authority.
5. Arno Giovannini explores the relationship between autonomy and communicative competence in adult education, arguing that autonomy supports effective communication skills and lifelong learning.
6. Francis Yaiche presents the idea of global simulations as a method to promote autonomy. He explains how role-playing and thematic simulations can create immersive learning experiences, allowing learners to engage actively with language in context.
7. Michael Langner provides a comprehensive review of literature related to autonomy in language learning, focusing on its implications for teaching practices and curriculum design.

Conclusion:

The discussions conclude that fostering autonomy in language learning enhances student engagement and motivation while preparing them for real-world communication. The contributions collectively argue for a shift in educational practices, empowering learners to take control of their learning journeys. This shift necessitates changes in the roles of both teachers and students, emphasizing collaboration and mutual responsibility.

Overall, this edition serves as a valuable resource for educators seeking to implement autonomous learning strategies in their language classrooms, offering both theoretical insights and practical applications. The goal is to inspire teachers to rethink their pedagogical approaches, ultimately leading to more effective and meaningful language education.