April 2010 Bulletin: Item 1

ReNLA Symposium, AILA World Congress, Beijing, August 2011

We are pleased to announce details of the ReN Symposium which is to be held at the AILA World Congress in Beijing next year. Below you will find the symposium abstract followed by a list of the papers to be presented, with the names of the presenters and their affiliations. The full abstracts can be seen here: https://ailarenla.org/events/beijing2011

Social Dimensions of Autonomy

AILA Research Network on Learner Autonomy in Language Learning Symposium to held at the 16th World Congress of the International Association of Applied Linguistics in Beijing 23rd – 28th August 2011


The symposium will focus on the social dimensions of autonomy, in other words how various social and contextual processes mediate language learner and teacher autonomy in particular settings. With autonomy being increasingly promoted as a crucial component and desirable outcome of language classroom pedagogy in many contexts including the host country for AILA 2011, and with technological development bringing about an increasingly interconnected world, there is a need to document efforts to explore practices intended to engage or enhance autonomous language learning which take into account the social dimensions of learner and teacher autonomy.

By ‘social dimensions’, we also refer to the participation of the individual in complex nets of socially interconnected relationships, the many social identities which emerge in one’s life span, and how these relate to the affordances for learning available in the social environment. Therefore, another aim of this symposium is to build on that of 2008 and to further reflect on learning, teaching, autonomy and identity as entangled socially-constituted processes.

In the six papers selected, twelve researchers—representing diverse cultural, linguistic, and learning contexts—present findings from studies which address the social dimensions of learner autonomy from a variety of research perspectives.


Social dimensions of autonomy: three case-studies in a Mexican SAC

E. Desirée Castillo, Carolina Aguilar, Adriana Curiel and Manuel Villa
Universidad de Sonora, Mexico

Existing in language(s): Hong Kong and German perspectives

Alice Chik, City University of Hong Kong
Stephan Breidbach, Humboldt-Universität zu Berlin, Germany

When I got a person to communicate with, I got a purpose to learn”: Evidence for social ‘autonomy types’

Lucy Cooker, University of Nottingham, UK

Autonomy as a glocal phenomenon: a listening case study

Diego Mideros and Beverly-Anne Carter, University of the West Indies St. Augustine Campus, Trinidad and Tobago

Learner autonomy: Perceptions of EFL undergraduate students across Asia

Tin T. Dang, La Trobe University, Australia
Margaret Robertson, La Trobe University, Australia

Development of learner autonomy through social learning

Tomoko Yashima, Kansai University, Japan

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