Autonomy in
Language Teaching and Learning: Where has it come from and where is it going?
The idea that foreign and second language education should help students
become more autonomous has been with us for more than 30 years. But interest
in this idea has never been greater than it is today. As this interest has
grown, the ways in which we conceptualize autonomy have also become more
complex and problematic. In this paper, I will outline how the principles
and practice of autonomy in language teaching and learning have developed
over the past three decades and, in particular, how changing contexts of
application have influenced theory. In conclusion, I will discuss how recent
developments in English as a world language in digital communications and
popular culture points to interesting futures for research and practice
in the field of autonomy in TESOL.
Language Learning Histories
In
this workshop, I will introduce the idea of language learning histories
and how we can make use of them as a resource for TESOL. After a brief introduction
to methods of gathering and making use of language learning histories in
the classroom and in project work, we will work with examples of language
learning histories from English language learners and users around the world.
The key issues to be considered will include what we and our students can
learn about each other through producing and discussing language learning
histories and what this knowledge can contribute to our teaching and learning.