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Maintaining ControlAutonomy and Language Learning$
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Richard Pemberton, Sarah Toogood, and Andy Barfield

Print publication date: 2009

Print ISBN-13: 9789622099234

Published to Hong Kong Scholarship Online: September 2011

DOI: 10.5790/hongkong/9789622099234.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2019. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 14 October 2019

Reflective lesson planning: Promoting learner autonomy in the classroom

Reflective lesson planning: Promoting learner autonomy in the classroom

Chapter:
(p.108) (p.109) 7 Reflective lesson planning: Promoting learner autonomy in the classroom
Source:
Maintaining Control
Author(s):

Lindsay Miller

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622099234.003.0007

This chapter suggests that much of the literature on autonomy in practice has focused on language learning outside the classroom context, since principles of autonomy are much more difficult to implement in a controlled learning environment. It argues that autonomy is an ideal which can be achieved in a classroom context through a reconceptualisation of how teachers plan their lessons. One way to do this is through reflective lesson planning (RLP). RLP ensures that teachers consider more than language goals when planning their lessons. Teachers also need to think about goals which involve learners more in their learning and promote the active use of learner strategies as a way of promoting greater autonomy. But autonomy is not an all-or-nothing concept, and several writers have argued for degrees of autonomy. The classroom context is one situation in which learners can begin to take control of their learning.

Keywords:   autonomy principles, lesson plan, leaner autonomy, learner-centredness, listening, language skill

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