IATEFL LASIG PCE PROGRAMME FOR Manchester, 10th of APRIL
Transcription
IATEFL LASIG PCE PROGRAMME FOR Manchester, 10th of APRIL
IATEFL LASIG PCE PROGRAMME FOR Manchester, 10 th of APRIL, 2015 Language Learner Autonomy - Getting Started 10:00 Welcome, outline of structure for the day, brief announcements 1st PLENARY TALK 10:1010:45 Annamaria Pinter (Warwick University, UK) From passive objects of research to active co-researchers: children developing autonomous skills Working with children as co-researchers/co-investigators in our language classrooms can be a way to introduce aspects of learner autonomy. Reflections about collaborating as partners in classroom investigations will be shared. Both the benefits and the challenges will be considered from learners', insider teacher-researchers' and outsider researchers' point of view. 10:4511:00 PRESENTATION OF POSTER SESSIONS (see details below) 11:00 Coffee break / Possibility for looking at posters SECTION 1: PRACTICE 11:3011:50 11:5012:10 12:1012:30 12:30 Gail Ellis /Nayr Ibrahim (British Council, Paris) Reviewing activities for the primary classroom Reviewing is often a neglected part of lessons and it is often thought that children are too young to assess their performance. This session will demonstrate a variety of reviewing activities that can be applied in the primary English classroom and contribute to a positive learning experience. Cem Balçikanli (Gazi University, Turkey) Pedagogy of autonomy for difficult circumstances in Turkey: Language teachers’ voices This study reports a narrative inquiry into language teachers’ stories about the development of learner autonomy in their own schools. It reveals the use of creative ways to foster autonomy. The audience will leave the session with some practical ideas to foster learner autonomy in difficult circumstances. Elke Ruelens (University of Antwerp, Belgium) Towards a ‘VitaL’ online learning environment: Engaging students in assessing autonomous learning In the academic year 2014-2015, English majors were actively engaged in enhancing their general language proficiency in an online language learning environment. This study reports on the process of involving the students in developing a questionnaire to evaluate their autonomous language learning. Lunch break / More time for looking at posters SECTION 2: REFLECTION /AWARENESS RAISING 13:3014:15 14:1514:35 14:3514:55 Hugh Nicoll (Miyazaki Municipal University, Japan) Constructing democratic classrooms for autonomous learning (workshop ) This workshop will explore connections between philosophies of learning and reflective practice which will enable us to construct more democratic, autonomous classrooms for and with our learners. The participants’ engagement will be facilitated with John Dewey’s principles of openmindedness, responsibility, and whole-heartedness in becoming a more reflective teacher. Ruwaida Abu Rass (Beit Berl College, Israel) Developing autonomy among EFL learners at the college level Fostering learner autonomy involves developing students’ reflective skills. This talk will discuss what reflective thinking means for student teachers in relation to their professional development. It involves analysing their beliefs and reflecting on their teaching experiences, which will then open up alternatives for future lessons. Michelle Tamala (Latrobe Melbourne, Australia) The why and the how: establishing a culture of learner autonomy This talk provides both personal reflections and practical suggestions on how the “why” of LA can be promoted to students, managers, administrators and fellow teachers and how it can be established in a language learning institution. The importance of teacher education and support and resourcing will be discussed, as will possible problems and practical solutions. Sponsored by IATEFL LASIG PCE PROGRAMME FOR Manchester, 10 th of APRIL, 2015 Language Learner Autonomy - Getting Started 15:00 15:3016:00 Coffee break / Possibility for looking at posters SECTION 3: POSTER SESSIONS: Meeting the poster presenters Cem Balçıkanlı (Gazi University, Turkey) Effectiveness of a Self-Access Center: Learners’ attitudes, behaviours, and experiences This poster reports on a study which investigates the effectiveness of a SAC in terms of learners’ attitudes, behaviours, and experiences. Interviews with over 200 EFL learners show that the SAC provides opportunities for learning, offers possibilities for learners to think about their own learning and encourages learners to develop their autonomy. Fumiko Murase (Tokyo University of Agriculture and Technology, Japan) Getting started with an autonomous learning programme for science-major university students The presenter introduced an autonomous learning programme to a one-semester English reading course for science-major students at a university in Japan. This poster will show what the students learned, how they learned, what difficulties they faced, and how they dealt with the difficulties. Stacey Vye (Saitama University- Center for English Education and Development, Japan) Visual representations of learner and teacher autonomy in a tertiary course Undergraduate learners in an autonomy language learning course created autonomy-forwarding expressions through art to conceptualize their own understanding of the subject. This was achieved through readings, notetaking, learner led discussions, which developed into a visual brainstorm activity and mini-posters with digital displays that can be viewed at this session. Pramod Kumar Sah (Tribhuvan University, Nepal) Data-driven learning (DDL) for developing learners’ autonomy Data Driven Learning (DDL) – based e.g. on concordance data - helps learners develop their autonomy through learners’ discovery of patterns. The study to be reported on investigated the relative effectiveness of DDL when combined with either PPP (Present-Practice-Produce) or ‘Illustration-Interaction-Induction’ when teaching written discourse markers to EAP students in the UK. SECTION 4: TEACHER DEVELOPMENT 16:0016:35 Leni Dam & Lienhard Legenhausen (University College Copenhagen / Münster University) Preparing teachers for implementing language learner autonomy - examples from inand pre-service teacher training (2nd plenary talk) Apart from presenting and discussing models for in-service teacher training which aim at changing classroom practice from teacher dependence to learner autonomy, this talk will also show how student teachers can experience autonomy in their university studies. SECTION 5: REFLECTION 16:3517:15 17:15 17:30 Discussion in groups Reflections on topics of the day and ideas for steps ahead Participants – in groups – will discuss one of the topics of the day according to their individual interests. Moderators will be allocated to groups and present ideas for next steps in a plenary. SECTION 6: EVALUATION/NEXT STEPS End of Day Sponsored by