Social Network Analysis

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Narrative Methods for the Human Sciences

Reflective Teaching in Second Language Classrooms

There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444806003958

Autonomy in language teaching and learning

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Practice Makes Practice A Critical Study Of Learning To Teach

Part I: Narrative Inquiry. Chapter 1: Narrative Inquiry. Part II: Collecting narrative data. Chapter 2: Narrative interviews. Chapter 3: Written narratives. Chapter 4: Multimedia narratives. Part III: Analyzing and presenting narrative data. Chapter 5: Data analysis in Narrative Inquiry. Chapter 6: Writing up narrative studies.

Narrative Inquiry in Language Teaching and Learning Research

Conceptions of Language and Language Learning.

1. Introduction: Narrative, Second Language Identity and Study Abroad PART I: SECOND LANGUAGE IDENTITY AND STUDY ABROAD 2. Second Language Identity 3. Study Abroad PART II: DIMENSIONS OF SECOND LANGUAGE IDENTITY 4. Identity-Related Second Language Competence 5. Linguistic Self-Concept 6. Second Language-Mediated Personal Competence PART III: PROGRAMMES AND PEOPLE 7. Programmes 8. People 9. Improving the Effectiveness of Study Abroad Programmes 10. Conclusion: Second Language Identity and Study Abroad Revisited

Second Language Identity in Narratives of Study Abroad

Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teaching beyond the classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.

/pdf/research-agenda-language-learning-beyond-the-classroom-1rm15df3we.pdf

Research agenda : language learning beyond the classroom

This article reports on a collective case study of four Hong Kong secondary school teachers’ experiences of constraints on teacher autonomy in English language teaching, and their implications for ...

Phil Benson

Papers

Narrative Inquiry in Language Teaching and Learning Research

Conceptions of Language and Language Learning.

Second Language Identity in Narratives of Study Abroad

Research agenda : language learning beyond the classroom

Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching