Nanci Graves, Kobe Steel & Alan S. Mackenzie, Obirin University.
1 credit for Methodology; 2 Credits for Practicum for Groups 1-16;
3 Credits for practicum for Group 17.
TESOL (IIIa) & Practicum (II) - not for Group 18
Pre-requisites: A&HT4077
Pass/Fail (Letter Grade option)

Advisement note: Those Group 17 people who started in Spring/Summer 2003 can do these courses, but if possible try to do your practica later in the program.

COURSE DESCRIPTION

Taking as a fundamental truth that all teachers and institutions are (or should be!) learners, this course will explore the concept of autonomy from a number of viewpoints. Starting with the teacher, we will look at what an autonomous teacher is, how such teachers operate, and through what stages they go to become autonomous. At the same time, through a wide range of reading assignments, reflective journal activities and in-class discussion, we will examine where autonomy already exists in our own teaching and how we can help it to develop more. In order to adequately facilitate both teacher and learner autonomy, however, we must also consider the overall context in which we operate. We will therefore examine the concept of "learning institutions" and analyse our own situations to discover to what degree our institutions are currently demonstrating a capacity to grow and change.

While the broad focus of the course will be on learners of all descriptions, our primary aim is to gain a deeper understanding of how to help our students to develop autonomy within themselves and consequently to become better able, as well as more motivated, to direct their own learning. Assessment will be both formative and summative. Students will complete a reading-response journal entry each week and complete various self-assessment activities. At the end of the methodology, students will rewrite their pre-course assignment with reference to their reading over the course and submit an action-research plan demonstrating how they plan to develop autonomy in their teaching situation that they will then implement in the practicum. The journals, self-assessments and reports will form a portfolio which will be submitted on the final day of the course and used for grading purposes. Students will also have on-going opportunities to direct course content and will communicate with each other to discuss concepts and issues on the course through a class e-mail list.

PRE-COURSE ASSIGNMENT

The following should be submitted before the first lesson:

• Define what you understand by the term "autonomy."
• Explain how autonomous you believe you are in your teaching situation with reference to your teaching context and personal direction.
• Explain in what ways autonomy is present in your own classes.

PRACTICUM

Following on from the methodology, the practicum will include a practical overview of learner-centered teaching strategies, ways of exploiting assigned materials to promote autonomy, learner-directed assessment methods and many other related issues. During the course, students will implement their action research plans and give regular reports on progress, problems and issues that arise. Readings on different practical and philosophical issues will be provided in the photocopy packet and classroom discussion will center around activities, micro-teaching and observation footage. Journal writing will continue but the focus in the practicum will be more practical. Students will be required to keep an action-research journal detailing what is happening in their classrooms. This will form the basis for the end of term report which will describe the status of their research, outcomes of their personal innovations and suggestions for future directions.

BOOKS TO BUY

Methodology only:
Benson, P. (2000). Teaching and researching autonomy in language learning. London: Longman.
Photocopied Readings Packet for both courses is available for purchase from the TC Office

BOOKS ON RESERVE

• Benson, P. (2000). Teaching and researching autonomy in language learning. London: Longman.
• Burton, J., (1987). Implementing the learner-centered curriculum. Sydney: Macquarie University
  
• Byrne, D. (1987). Techniques for classroom interaction. Harlow, Essex: Longman.
• Campbell, L., (1999). Teaching and learning through multiple intelligences. Needham Heights, MA: Allyn & Bacon.
• Crookall, D. & Oxford, O. (1990). Simulation, gaming and language learning. NY: Newbury House.
• Curran, C., (1972) Counseling learning. NY: Grune & Stratton.
• Dickinson, L., (1987). Self-instruction in language learning. Oxford: Oxford University Press.
• Ekbatani, G. & Pierson, H., (2000). Learner directed assessment in ESL. Mahwah, NJ: Lawrence Erlbaum Associates.
• Freeman, D. & Cornwell, S., (1993) New ways in teacher education. Alexandria, VA: TESOL.
• Gardner, D & Miller, L., (1999). Establishing self-access. Cambridge: Cambridge University Press.
• Gattegno, C., (1988) On being freer. NY: Educational Solutions.
• Hadfield, J., (1992). Classroom dynamics. Oxford: Oxford University Press.
• Handy, C & Aitken, R., (1986). Understanding schools as organizations. London: Penguin.
• Holt, J., (1964). How children fail. London: Penguin.
• Kluge, D., et al., (Eds.) (1999). Cooperative Learning. Tokyo: JALT.
• Krishnamurti, J., (1972). Beginnings of learning. London: Penguin.
• Noddings, N. & Shore, P., (1984) Awakening the inner eye: Intuition. NY: Teachers College.
• Nunan, D., (1988). The learner centered curriculum. Cambridge: Cambridge University Press.
• Nunan, D., (1992) Collaborative language learning. Cambridge: Cambridge University Press.
• Nunan, D., (1996). The self-directed teacher. Cambridge: Cambridge University Press.
• Richards, J. & Lockhart, C.,(1996).Reflective teaching in second language classrooms. Cambridge: CUP.
• Rogers, C., (1983). Freedom to learn. NY: Macmillan.
• Senge, P., et al., (2000). Schools that learn. NY: Doubleday.
• Stevick, E., (1990). Humanism in language teaching. Oxford: Oxford University Press.
• Wenden, A. & Rubin, J., (1987) Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.
• Willing, K. (1989). Teaching how to learn. Sydney: Macquarie University
• Willis, J. and Willis, D., (1996). Challenge and change in language teaching. Oxford: Heinemann.
• Woodward, T., (1991). Models and metaphors in language teacher training. Cambridge: Cambridge University Press.
• Wright, T., (1987). Roles of teachers and learners. Oxford: Oxford University Press.

BIO-DATA

Nanci Graves has taught at various schools in Japan over the past twenty years, including SIMUL Academy, Obirin University, and International Christian University. She is currently teaching full-time at Kobe Steel's in-house English training program. During two lengthy breaks from Japan, she completed an M.A. in Applied Linguistics at Reading University in the U.K. and later worked as an academic course coordinator for SUNY at Buffalo's undergraduate program in Malaysia. She started teaching workshop and practicum courses at Teachers College in 1988 (on several occasions co-teaching with Dr. John Fanselow) and served as the TC Program Coordinator from 1990 to 1993. Recently, she has pursued research in the areas of learner self-assessment, teacher autonomy and motivation, and learner expectations concerning feedback on academic writing. Other interests include language education in developing Asian countries, human rights issues, and Tibetan Buddhism.

Alan Mackenzie has been in Japan for twelve years. Having started his teaching career in a Nova-style conversation school, he then progressed to SIMUL Academy where, starting as a regular instructor, he moved into materials development and finally administration. After this he worked part-time in Sophia University, Tokyo Seitoku Junior College and Waseda University until finally taking up full-time positions in Keisen University and then Obirin University where he is now a full-time lecturer. His research interests have always featured autonomy with a particular emphasis on self-assessment. This year he is national director of programs for JALT and conference chair of the JALT National Conference. In the past he has been chair of and author of the proceedings for the JALT College and University Educators (CUE) Special Interest Group (SIG) conferences on "Content in Language Education", "Developing Autonomy" and "Curriculum Innovation". He is also a Teachers College graduate