Fostering the process of teacher and learner autonomy in foreign language classrooms through inquiry-in and -on practice
Nurturing teacher and learner autonomy is a prerequisite to foreign language development within institutionalised settings. This necessitates a process whereby teachers themselves become authors of their own pedagogical practice to experience and nourish their autonomy, critically reflecting on and flexibly managing processes that challenge and enable learners to develop competences as language learners and language users. The study portrays the notion of teacher and learner autonomy as two sides of the same coin, illustrating a process that enabled three teachers of German as a foreign language to inquire into the fostering of learner autonomy in secondary schools in Malta. Through a process grounded within a collaborative and inquiry-oriented approach, enacted through meetings and discussions with teachers, and the teacher inquiry with their learners in class, the study created the conditions that sought to help teachers to navigate through and gain insight into the process of fostering learner autonomy. The aims of the study, embedded within the two aforementioned processes, led teachers to problematise areas within their practice in relation to the development of learner autonomy in language learning and
Micallef, Alice
Fostering the process of teacher and learner autonomy in foreign language classrooms through inquiry-in and -on practice. Nurturing teacher and learner autonomy is a prerequisite to foreign language development within institutionalised settings. This necessitates a process whereby teachers themselves become authors of their own pedagogical practice to experience and nourish their autonomy, critically reflecting on and flexibly managing processes that challenge and enable learners to develop competences as language learners and language users. The study portrays the notion of teacher and learner autonomy as two sides of the same coin, illustrating a process that enabled three teachers of German as a foreign language to inquire into the fostering of learner autonomy in secondary schools in Malta. Through a process grounded within a collaborative and inquiry-oriented approach, enacted through meetings and discussions with teachers, and the teacher inquiry with their learners in class, the study created the conditions that sought to help teachers to navigate through and gain insight into the process of fostering learner autonomy. The aims of the study, embedded within the two aforementioned processes, led teachers to problematise areas within their practice in relation to the development of learner autonomy in language learning and
process teacher_learner autonomy foreign_language classroom inquiry practice teacher_learner autonomy prerequisite foreign_language development within institutionalised setting necessitates process_whereby teacher become author pedagogical practice experience autonomy critically reflect manage process challenge enable learner develop competence language_learner language_user study portrays notion teacher_learner autonomy side coin illustrate process enable teacher german foreign_language inquire foster learner autonomy secondary_school malta process ground within collaborative inquiry oriented enacted meeting discussion teacher teacher inquiry learner class study create_condition seek help teacher navigate gain_insight process foster learner autonomy aim_study embed_within aforementioned process_lead teacher problematise area within practice relation development learner autonomy language_learning