Programme

Overview of Conference Schedule

Here is a brief overview of important events each day. Times are liable to change.

Friday 5th October

• 5.30 – 7.30 – Welcome reception Millennium House and pre-registration (no presentations).

Saturday 6th October

• 09:00 – 11:45 – Opening ceremony and oral presentations
• 11:45 – 14:00 – Lunch
• 14:00 – 17:30 – Oral presentations
• 19:30 – Conference dinner

Sunday 7th October

• 09:00 – 10:50 – Oral presentations
• 11:00 – 12:10 – Poster presentations
• 12:10 – 13:30 – Lunch
• 13:30 – 18:00 – Oral presentations

Monday 8th October

• 09:00 – 12:30 – Oral presentations and closing ceremony
• 13:00 – Tours departing from Conference venue

Conference Programme

Click on the logo to download a PDF version of the full Conference programme. Last updated 4th October 2007.

Recommended readings

One of the goals of this conference is to introduce new practitioners, researchers and graduate students to the field of learner autonomy. Therefore, our keynote speakers have suggested the following readings for those who wish to do some preparation in advance:

Henri Holec:

1. H. Holec (ed.). (1988) Autonomy and Self-directed Learning: Present Fields of Application. Strasbourg: Council of Europe.
2. H. Holec (ed.). (1995) Mélanges Pédagogiques C.R.A.P.E.L. n°22, Spécial Centre de Ressources
3. H Holec. (1996) Self-directed learning: an alternative form of training. In H. Holec, D Little and R Richterich: Strategies in Language Learning and Use. pp. 75 - 127. Strasbourg. Council of Europe Publishing

James Lantolf:

1. Lantolf, J. P. (2006). Sociocultural theory and second language learning: State of the art. Studies in Second Language Acquisition. 28: 67-109

Yoshiyuki Nakata:

1. Nakata, Y. (2006). Motivation and experience in foreign language learning. Oxford: Peter Lang.
2. Nakata, Y. (2007). Social-interactive tools for the development of learner autonomy: from reactive autonomy to proactive autonomy. In L. Miller, Autonomy in the classroom (pp. 46-67). Dublin: Authentik.
3. Nakata, Y. (2006). A paradigm shift of English learning motivation: domain of inquiry, research methods and research purpose. Language Education & Technology 43, 77-94. (written in Japanese)
4. Brophy, J. (2004). Motivating students to learn (2nd ed.). New Jersey: Lawrence Erlbaum.
5. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press

Kathleen Graves:

1. Kathleen Graves (forthcoming) The curriculum of Second Language Teacher Education. In Burns, A. and Richards, J. (Ed.) (forthcoming) The Cambridge Guide to Language Teacher Education. Cambridge: Cambridge University Press.
2. Crandall, J. (1999) Aligning teacher education with teaching. TESOL Matters 9(3) pp.1, 21.

3. Freeman, D. and Johnson, K. (1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
4. Johnson, K. (Ed.) (2000) Teacher Education. Alexandria, VA: TESOL.
5. Richards, J. C. (1998) Beyond Training. Cambridge: Cambridge University Press
6. Roberts, J. (1998) Language teacher education. London: Arnold.
7. Tedick, D. (Ed.), (2005) Second Language Teacher Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
8. Velez-Rendon, B. (2002) Second language teacher education: A review of the literature. Foreign Language Annals, 35(4), 457-

Klaus Schwienhorst:

1. Schwienhorst, K., & Borgia, A. (2006). Monitoring bilingualism: Pedagogical implications of the Bilingual Tandem Analyser. CALICO Journal, 23 (2), 349-362.
2. Kapec, P., & Schwienhorst, K. (2005). In two minds? Learner attitudes to bilingualism and the Bilingual Tandem Analyser. ReCALL, 17(2), 254-268.