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2 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.

Language, Culture, and Education
  • Challenges of Diversity in the United States
  • Edited by Elizabeth Ijalba, Patricia Velasco, Catherine J. Crowley
  • Published online:
    11 March 2019
    Print publication:
    21 March 2019
  • Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York. Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language. Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts. These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.