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Learner and Teacher Autonomy in language education. KWOK Chee Ying Henry 10401474 LAM Yan Yin Felix 10401210 LAU Tik Sang Dickson 09401482 LEE Chi Leung Edmund 10401237 TAM Ming Sum Sammy 09401490. What is your goal. as an English Teacher?. Autonomy. Creating spaces. Constraints. - PowerPoint PPT Presentation
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Learner and Teacher Autonomy in language education
KWOK Chee Ying Henry 10401474LAM Yan Yin Felix 10401210LAU Tik Sang Dickson 09401482LEE Chi Leung Edmund 10401237 TAM Ming Sum Sammy 09401490
What is your goal
as an English Teacher?
Autonomy
Creating spaces
Constraints
Time
Student diversity
Lack of Training
Family
ClassroomDiscipline
Workload
EDB
Resources
School Politics
ExamsOriented Culture Scheme of Work
Class size
Teacher Autonomy
•Benson (2000) ‘right to freedom from control’
•Little (1995) ‘capacity to engage in self-directed teaching’
•Smith (2000) ‘teachers’ autonomy as learners’
Teacher Autonomy
Aoki (2000) ‘autonomous teachers’
‘the capacity, freedom, and responsibility to make choices concerning one’s own teaching’
Learner Autonomy
Would it be great if students can learn by themselves?
Misconception: ‘learning without a teacher’
Little (1991) ‘capacity for taking control of learning’
Teacher Autonomy Dimensions Classroom-based approach to the
development of learner autonomy (Sinclair 2000) Prominence of learner autonomy as a goal Promoting learner autonomy Structuring and scaffolding reflective
learning Learning ‘pedagogy for autonomy’ ‘student are to learn to take control and
teacher may need to let go.Reflection: When to let go, when to control?
Teacher Autonomy DimensionsPSYCHOLOICAL TECHNICAL POLITICALa strong sense of personal responsibility (continuous reflection and analysis)
how pedagogical skills can be acquired
uniform staff development programs & classroom observations
Capacity for self-directed professional action
Capacity for self-directed professional development
Freedom from control by others over professional action or development
Linking together
1. Capacity for self-directed teaching
2.Freedom fromcontrol overtheir teaching
Capacity to grant learners’freedomin learning
Able to applyto theirteaching
3.Capacity for self-directed teacher-learning
Teachersto be anautonomouslearner
In order to promote learner autonomy, teachers may need to have:
TeacherTrainingPedagogyfor fosterautonomy
TeacherReflectionLearning togetherwith students as a student
Teacher Education (e.g. PGDE)
Exam OrientedCulture
PSYCHOLOICALTECHNICAL
POLITICAL
ConstraintsTime
Student diversity
Lack of Training
Family
ClassroomDiscipline
Workload
EDB
Resources
School Politics
ExamsOriented Culture Scheme of Work
Class size
Teacher Autonomy
Learner Autonomy
Better LanguageBetter LanguageLearningLearning
Motivated
Life-long Learning
Creating Spaces
Attitudes, Skills, and Knowledge (ASK)Attitudes, Skills, and Knowledge (ASK)
TECHNICALPSYCHOLOICAL
POLITICAL
Linking together
Language Teaching
Autonomy in ELT?
Autonomy vs. Methods
Methods
Grammar
Translation
Direct Method
Audio-
Lingual
CLT TBL
Materials
Design
Autonomy
Autonomy in Language Teaching Grammar translation method
Assigned teaching materials Little autonomy
Direct method Find examples from every day vocabulary and
sentences Little autonomy
Audio-lingual method Follow model dialogue and teach through
repetition & drilling Little autonomy
Autonomy in Language Teaching Communicative Language Teaching
“It is unified but broadly based, theoretically well informed set of tenets about the nature of language learning and teaching.” (Brown H.D. 2001)
Design learning activities and tasks involving real-life communication
Autonomy
Autonomy in Language Teaching Task based learning
Skehan’s (1998) concept of TBL Meaning is primary Communication problem to solve Relationship to comparable real-world activities Task completion Assessment of the task in terms of outcome
Select authentic materials Autonomy
Summary (Autonomy vs. Methods)
Methods
Grammar
Translation
Direct Method
Audio-
Lingual
CLT TBL
Materials
Design
Assigned & prepared in advance
Examples from every day
Repetition & drilling
Design learning activities
Authentic
Autonomy
Sharing
Henry
After school enhancement classes (S3 & S6) Drilling on TSA/ HKCEE / HKALE / HKDSE past
paper No autonomy
After school enhancement classes (S1, S2, S4, S5) Less Drilling on past paper Flexible group activities & games Autonomy
Australian Primary School NET Syllabus and teaching materials from EDB
(Primary Literacy Reading Program – PLP-R) (Primary Literacy Reading/Writing Program – PLP-
R/W)
Autonomy in group activities & games with
P1 & P2 touch the words tailor-made chess board baseball score card CVC (Consonants Vowels Consonants ) word
game singing the “left & right” songs, letter songs, etc.
Felix
Teacher Time limitation
Syllabus, lesson time, assessments, etc. Belief
If you believe, you will Encourage reflection
Students Meaning
“What” to express before “how” Motivation
Need Cultural: teacher’s responsibility (Sakai, Takagi and Chu
2010)
Dickson
Scheme of work Form coordinators deliver the scheme of work to
form teachers. Have to finish teaching the units and specific items
within the assigned periods.
Teachers Design worksheets, hangouts and any other
teaching materials other than the textbooks in order to fit the needs of their own classes
Always encourage and reinforce students that they are capable and smart enough to learn more
Assign more challenging tasks and teach more advanced level items
Dickson
Students believe they are capable so they are willing to
accept extra tasks. develop a habit that reading Young Post and write
down new vocabulary items on their ‘Learning Log’ every day.
submit news summary and reflections which are not assigned by the teacher.
apply those new items in their writing and speaking tasks.
Edmund
Teacher Creating spaces out of constraints
Teach Junior High if possible Try to pick the essentials to teach from the Scheme of
Work Spare as much free time to discuss the weekly news Learner autonomy – true believer of self-directed learning
Students Weekly reading and writing as a habit
Reading (Authentic Materials – One news article weekly) Writing (News report - encourage students’ reflection) Insist on marking with feedbacks on their weekly writings Exam-oriented culture as the external driver
Sammy
Background of the school A Band 3 secondary school A connection between the local school and the
American Lutheran Church. Department of International Interface American volunteers visit the campus by
promoting Christianity and English learning through playing games, singing songs, visiting local families, participating in the lessons, etc.
Sammy
Teacher autonomy promotes learner autonomy through:
Support by the Principal Participating several activities with the
volunteers from the US (sightseeing, dining, worshipping, etc.)
Communication > learning English for exam
Sammy
Teacher Autonomy
Constraint (Senior secondary school) Society: Expect HKDSE takers have certain proficiency
level Parents: Expect the school has more drilling and practice Curriculum: Senior form ( preparing for the HKDSE) Time constraint : Remedial classes for different subjects
Feasible Junior form Language arts Appreciation and enjoyment of the language American studies lesson (culture, living style, activities) Facebook connection with the US volunteers
Sammy
Evaluation Not everyone in the school has the opportunity
to participate Able to create the space to enhance both
teacher and student autonomy in junior level. Enhancing the autonomy in their early age
would strength the possibility of the development of whole-life learning
Discussion
How can you create more spaces for yourself?
References
References
Benson (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English Language teaching. Language Teaching Research, 14(3), 259-275.
Benson & Huang (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA: Revista de Documentacao de Estudos em Linguistica Teorica e Aplicada, 421-439.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd Edition). New York: Addison Wesley Longman
Sakai, S., Takagi, A., Chu, M.P. (2010), Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia. Educational Perspectives v43
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Smith R.C. (2003). Teacher education for teacher-learner autonomy. Centre for English Language Teacher Education (CELTE). University of Warwick. UK.
The EndThe End
~~~Thank ~~~Thank you~~~you~~~
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