Edited by Garold Murray (Okayama University, JAPAN) this book has just been published:
Social Dimensions of Autonomy in Language Learning, edited by Garold Murray (2014, Palgrave Macmillan).
Here is an excerpt taken from the book cover:
Learner autonomy in language learning, initially associated with independence, is now
viewed as a capacity that can be developed in social contexts involving learner
interdependence and collaboration. In this volume researchers, most of whom are also
language teachers, from Asia, the Caribbean, Europe, and North and South America, explore
the social aspects of learner autonomy in various language learning contexts. Bringing
together theory, research and practice, the studies draw on socially oriented theoretical
perspectives – such as social constructivism, sociocultural theory, situated learning, ecology
and complexity – and primarily employ case study and ethnographic methodologies. This
research suggests that the social dimensions of learner autonomy encompass underinvestigated
emotional, spatial and political dimensions. In addition to theoretical issues,
the authors discuss implications for practice, making this book of interest to teachers,
researchers, and other language professionals working in classrooms, distance education,
self-access centres, as well as virtual and social learning spaces.
With contributions by: Alice Chik and Stephan Breidbach (from Langscape), Garold Murray, Christine O’Leary, Tim Lewis and Tomoko Yashima and others
For a detailed list of contents and authors, please see here.
To purchase, refer to Palgrave Macmillan Publishers.
Dear all, here’s a new publication that will be of interest to most of us.
The latest volume in MSU (Mehrsprachigkeit in Schule und Unterricht, Vo. 14) is now ready for delivery:
Content and Language Integrated Learning in Europe (CLIL) – Research Perspectives on Policy and Practice, edited by Stephan Breidbach & Britta Viebrock (2013, Peter Lang Publishers).
CLIL has received a strong tailwind in European educational and language policies. However, an overly speedy implementation of CLIL ‘for all’ carries many uncharted risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies.
This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, investigations of the concept of CLIL, and critical reflections on the current “CLIL boom”.
Contributors from Langscape:
Stephan Breidbach, Daniela Elsner, Özlem Etus, Marie-Anne Hansen-Pauly, Katja Lochtman and Britta Viebrock.
A preview of the table of content will follow here, soon.
Please consider recommending the volume for purchase to your librarian. Direct orders can be placed with Peter Lang Publishers.