Learner Autonomy and Web 2.0 - Marco Cappellini

Learner Autonomy and Web 2.0 - Marco Cappellini

From Learner Autonomy to Rewilding: A Discussion

Learner Autonomy and Web 2.0 - Marco Cappellini

David G Little [+-]
Trinity College Dublin (Emeritus)
David Little has been writing about learner autonomy for over 30 years. In that time, he has achieved worldwide recognition among applied linguists as one of the most significant theorists of the concept. As Director of Trinity College Dublin’s Centre for Language and Communication Studies, which he founded in 1978 and led for three decades, David also gave practical expression to his deep understanding of the ways in which languages are learned. This led to his participation, with his colleagues, in the International Email Tandem Network and successor projects and informed his work on the European Language Portfolio, various versions of which he used to support the learning of English by adult refugees and other immigrants to Ireland. David became Fellow Emeritus of Trinity College Dublin on his retirement in 2008. Together with Leni Dam and Lienhard Legenhausen, he recently completed a book on language learner autonomy which will be published in due course by Multilingual Matters.
Steven L Thorne [+-]
Portland State University
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Steven L. Thorne is Professor of Second Language Acquisition and holds faculty appointments in the Department of World Languages & Literatures at Portland State University and in the Department of Applied Linguistics at the University of Groningen, The Netherlands.


Interview with David Little and Steve L. Thorne conducted by Tim Lewis, on 28th November 2016. The advent of networked digital technologies, in enabling language learners to collaborate and create content online, has given rise to new ways in which learners are able to express their autonomy. Learner Autonomy and Web 2.0 explores tensions between the 'classical' definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of ‘old wine in new bottles’. The volume is influenced by Leni Dam’s view that activity is located in physical, rather than virtual classrooms. Her work with early language learners suggests that autonomy emerges and develops in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what was meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs.

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Little, David G; Thorne, Steven. From Learner Autonomy to Rewilding: A Discussion. Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom. p. 12-35 Apr 2017. ISBN 9781781795972. https://www.equinoxpub.com/home/view-chapter/?id=32705. Date accessed: 20 Jun 2019 doi: 10.1558/equinox.32705. Apr 2017

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