Chapter

Reflective lesson planning: Promoting learner autonomy in the classroom

Lindsay Miller

in Maintaining Control

Published by Hong Kong University Press

Published in print May 2009 | ISBN: 9789622099234
Published online September 2011 | e-ISBN: 9789882207165 | DOI: http://dx.doi.org/10.5790/hongkong/9789622099234.003.0007
Reflective lesson planning: Promoting learner autonomy in the classroom

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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

Chapter.  5602 words. 

Subjects: Sociolinguistics

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