Language learner autonomy and the European Language Portfolio: Two L2 English examples

Language Teaching

Volumn 42, Issue 3, 2009, Pages 222-233

  Little, David ^a  

^a TRINITY COLLEGE DUBLIN   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77249175759     PISSN: 02614448     EISSN: 14753049     Source Type: Journal    
DOI: 10.1017/S0261444808005636     Document Type: Review

References (22)

1. Authentik (2001). European Language Portfolio/Punann na dTeangacha Eorpacha (Model for post-primary language learners; Council of Europe accreditation number 10.2001). Dublin: Authentik.
2. Council of Europe (2001). Common European Framework of for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. [Available at http://www.coe.int/lang, section 'Common European Framework of for Languages'.]
3. Council of Europe (2006). A user's guide to the European Language Portfolio documents. Strasbourg: Council of Europe. [Available at http://www.coe.int/portfolio, section 'Procedure for validation'.]
4. Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.
5. Deci, E. L. (with R. Flaste) (1995). Why we do what we do. New York: Penguin.
6. Frith, U. (1989). Autism. Oxford: Blackwell.
7. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. [First published 1979, Strasbourg: Council of Europe.]
8. IILT (2003). English Language Proficiency Benchmarks for Non-English-speaking Pupils at Primary Level. Dublin: Integrate Ireland Language and Training.
9. IILT (2004). European Language Portfolio (Model for primary learners of English as a second language; Council of Europe accreditation number 11.2001 (rev.)). Dublin: Integrate Ireland Language and Training.
10. Lantolf, J. P. (ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
11. Lantolf, J. P. & S. L. Thorne (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
12. Little, D. (1991). Learner autonomy 1: Definitions, issues, problems. Dublin: Authentik.
13. Little, D. (2001). We're all in it together: Exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik & J. Nordlund. (eds.), All together now. Helsinki: University of Helsinki, Language Centre, 45-56.
14. Little,D. (2005). The Common European Framework and the European Language Portfolio: Involving learners and their judgements in the assessment process. Language Testing 22.3, 321-336.
15. Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1.1, 14-29.
16. Little, D. & R. Perclov́a (2001). European Language Portfolio: Guide for teachers and teacher trainers. Strasbourg: Council of Europe. [Available at http://www.coe.int/portfolio, section 'Documentation'.]
17. Little, D. (2006). The Common European Framework of for Languages: Content, purpose, origin, reception and impact. Language Teaching 39.3, 167-190.
18. Little, D. & B. Lazenby Simpson (2004). Case study 1: Using the CEF to develop an ESL curriculum for newcomer pupils in Irish primary schools. In K. Morrow (ed.), Insights from the Common European Framework. Oxford: Oxford University Press, 91-108.
19. Little, D., J. Ridley & E. Ushioda (2002). Towards greater learner autonomy in the foreign language classroom (Report on an Irish research-and-development project 1998-2001). Dublin: Authentik.
20. Salmon, P. (1998). Life at school: Education and psychology. London: Constable.
21. Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
22. Ushioda, E. & J. Ridley (2002). Working with the European Language Portfolio in Irish post-primary schools: Report on an evaluation project (CLCS Occasional Paper 61). Dublin: Trinity College, Centre for Language and Communication Studies. [Available at http://www.tcd.ie/slscs/clcs, section 'Featured research, European Language Portfolio'.]