12th LAb session. Friday, 5th July 2024.
A Curriculum for Learner Autonomy
Featured Speakers
- Leni Dam (Denmark): An Interview with Leni Dam by Jo Mynard and Scott Shelton-Strong [recording, abstract and bio]
- Phoebe Lyon (Japan): Fostering Reflection in a Language Learning Curricula [recording, abstract and bio]
- Joy Ramos-Gonzalez (Germany): The Open Classroom Concept [recording, abstract and bio]
Overview
A curriculum for learner autonomy is one that has the goal of helping learners understand themselves and their needs and equips them with the tools, strategies, and knowledge they need to take charge of their learning. It also provides the time, opportunities, and support necessary, especially when making shifts from more traditional learning contexts. In some cases, a curriculum might be relatively free from constraints, allowing the learner complete control over their learning. In other cases, for example, where there are assessments or fixed learning outcomes, educators can make room for the promotion of autonomy through reflection activities, self-assessment, self-directed work, and classroom activities that help learners become more aware of themselves and how they learn.
In our 12th LAb session on Friday, 5th July, we shared insights from colleagues in contexts around the world who helped us add to our understanding of what a language curriculum for autonomy looks like, and explored questions such as:
- How can we effectively promote an autonomy-supportive curriculum within diverse educational settings?
- What materials and/or resources have been effective in presenting self-directed learning skills across diverse cohorts?
- How can we embed self-directed learning skills in our courses, classrooms, and self-access materials?
- What cultural and contextual factors influence the implementation and/or uptake of learner autonomy in language education?
- Should learner autonomy remain part of the hidden curriculum? What are the benefits of making learners aware of this hidden curriculum element?
- What professional development can practitioners engage in to increase their understanding of an autonomy-supportive curriculum?
Publication Opportunity
Presenters are encouraged to submit a full paper or a summary of their presentation for inclusion in the upcoming special issue of Relay Journal (Volume 7, Issue 2). Deadline for submissions: September 10th. Details here. Participants are also invited to submit a paper on any aspect of language learner autonomy to Relay Journal.