Learner Autonomy has become one of the many guiding principles in foreign language education. No education authority, no school and let alone teacher can seriously not want “their” learners to be autonomous. However, this is about as far as the commonalities go as there exists an ongoing debate on what Learner Autonomy actually is, what it is (good) for and how it can be achieved. In this seminar, we will discuss notions and contexts of Learner Autonomy: trace its history of ideas, explore diverse and diverging political and educational contexts and analyse its function within the modern modern languages classroom – and beyond, when studying out-of-class language practices of language learners. Students should be prepared to contribute regularly and substantially to coursework, e.g. through preparatory reading and active partipation but also through written assignments or the preparation of individual sessions. Some additional activities will include an online-exchange over the duration of four to six weeks with a partner-course in Hong Kong. Basic reading (to be purchased before the start of the semester): 1. Benson, Phil (2001): Teaching and researching autonomy in language learning. Harlow: Pearson. 2. Lightbown, Patsy / Spada, Nina (2006): How languages are learned. 3rd edition. Oxford: OUP. Further reading will be indicated on the Moodle-course accompanying this class. Please register in time. The key is available from silke.stutzke(at)rz.hu-berlin.de from August 15, 2011. Kursschlüssel: SekI |
