Venerdì 22 Settembre ore 14.30
“Fostering Language Learner Autonomy for a Lifelong Journey”
Relatrice: Jo Mynard
People learn languages for various reasons: for work, to enrol in degree courses, to live and travel in other countries, or simply for pleasure. Regardless of one’s motive, in order to sustain motivation for language learning over many years, we need to understand and take charge of the process. In this talk, I will argue that the most important thing we do as language educators is to promote learner autonomy. Learner autonomy is the ability to learn and re-learn throughout one’s life by understanding the learning process, taking charge of one’s learning, drawing on appropriate resources and strategies, and evaluating one’s own learning development. Autonomous learners have a sense of awareness and control over the learning processes and can manage cognitive, metacognitive, social, and affective factors relevant to them. They develop essential skills for navigating new opportunities and constructing a personalised learning ecology for the coming years. In my presentation, I will share some practical ways in which educators might approach this challenge. These include developing an autonomy-supportive curriculum, using classroom materials that help learners reflect on and understand themselves and their learning, providing supportive environments outside the classroom, and engaging learners in dialogues about the process (i.e., ‘advising’). We will see how by developing learner autonomy, learners experience enriching ways to engage in a lifelong learning journey.
Key themes in the talk:
- What learner autonomy is
- Why it is important to develop autonomy in learners
- How we can promote autonomy in our practice
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Bio
Dr. Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Japan. She has an M.Phil in Applied Linguistics from Trinity College, University of Dublin, Ireland and a Doctorate in Education (TEFL) from the University of Exeter, UK. She has published over 100 scholarly works, co-authored and co-edited several books on learner autonomy and related fields, and is the Editor in Chief of two journals related to learner autonomy: SiSAL Journal and Relay Journal.
Recent books
Curry, N., Lyon, P., & Mynard, J. (Eds.) (2023). Promoting reflection on language learning: Lessons from a university setting. Multilingual Matters.
Kato, S., & Mynard, J. (2022).リフレクティブ・ダイアローグ 学習者オートノミーを育む言語学習アドバイジング [Fostering autonomy through advising in language learning.] Osaka University Press.
Mynard, J., & Shelton-Strong, S. J. (Eds.) (2022). Autonomy support beyond the language learning classroom: A self-determination theory perspective. Multilingual Matters.
Ludwig. C., Tassinari, M. G., & Mynard, J. (Eds). (2020). Navigating foreign language learner autonomy. Candlin & Mynard.
Mynard, J., Burke, M., Hooper, D., Kushida, B., Lyon, P., Sampson, R., & Taw. P. (2020). Dynamics of a social language learning community: Beliefs, membership and identity. Multilingual Matters.
Mynard, J., Tamala, M., & Peeters, W. (Eds.). (2020). Supporting learners and educators in developing language learner autonomy. Candlin & Mynard.
Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge.