Realizing Autonomy (2012)

Updated March 2017


Realizing Autonomy: Practice and Reflection in Language Education Contexts was the first complete book project of the Learner Development SIG to be published by an international publisher. Led by Alison Stewart and Kay Irie, the Realizing Autonomy project presents critical practitioner research into innovative approaches to language learner autonomy.

The book includes the following 17 chapters (click here for more information):

Alison Stewart & Kay Irie Realizing Autonomy: Contradictions in Practice and Context

Tomoko Ikeda, Nobuko Saito & Shoko Ieda Learner Autonomy for International Students: Evolution of a University JSL Program

Christopher Wharton Experimenting with Autonomy: Learners Teaching Learners

Philip Shigeo Brown Introducing a Negotiated Curriculum

Masuko Miyahara  Creating Space for Learning: Language Learning Materials and Autonomy

Joseph P. Siegel Learner Development Through Listening Strategy Training

Chika Hayashi Transformative Learning in Action: Insights from the Practice of Journal Writing

Colin Rundle  Scaffolding Economics Language and Learning with Case Studies

Martha Robertson The Truth of the Tale: Reconceptualizing Authority in Content-Based Teaching

Peter Cassidy, Sandra Gillespie, Gregory Paul Glasgow, Yuko Kobayashi & Jennie Roloff-Rothman Creating a Writing Center: Autonomy, Interdependence, and Identity

Sue Fraser Who, What, How? Autonomy and English through Drama

Hideo Kojima Positive Interdependence for Teacher and Learner Autonomy: The Case of the CARTA Program

Darren Elliot Parallel Blogging: Explorations in Teacher and Learner Autonomy

Naoko Harada “Nothing to Worry About”: Anxiety-reduction Strategies in Harry Potter’s Class and Mine

Colin Skeates Responding to Video Journals: Rethinking the Role of Feedback for Learner Autonomy

Fumiko Murase Listen to Students’ Stories: Promoting Learner Autonomy through Out-of-Class Listening Activities

Nanci Graves & Stacey Vye Practical Frustration Busters for Learner and Teacher Autonomy