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Mapping Autonomy in Language Education

A Framework for Learner and Teacher Development


Manuel Jiménez Raya, Terry Lamb and Flávia Vieira

This book proposes a comprehensible, context-sensitive and flexible framework for the development of pedagogy for autonomy in language education. The «framework» metaphor highlights the effort to identify structuring elements in the authors’ stance towards pedagogy for autonomy, which fall into three domains -the context, the learner, and the teacher. In each domain, the authors raise ethical, conceptual and practical issues that are crucial to their perspective and offer a basis for reflection on learner and teacher development towards learner and teacher autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment. Pedagogy for autonomy is operationalized through a set of ten general principles.

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7. References


7. References

Alexander, P. A., & Dochy, F. (1995). Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities. American Educational Research Journal, 32, 413–442.

Ames, C. (1986). Effective motivation: the contribution of the learning environment. In R. S. Feldman (Ed.), The Social Psychology of Education. Cambridge: Cambridge University Press.

Anderson, J. R. (1985). Cognitive Psychology and its Implications (2nd ed.). New York: Freeman and Company.

Aviram, R. (2000). Beyond constructivism: Autonomy-oriented education. Studies in Philosophy and Education, 19, 465–489.

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