To promote culture based learner autonomy in school education of Nepal is inevitable at present. This study conveys a meaningful initiation of learner autonomy from the side of the professional teachers by exploring their perceptions and practices based on their living experiences with an aim to promote learner autonomy in school education of Nepal. It depicts the clear picture of teachers schooling, their learning culture, learning interest and its reflection in the real classroom context. It disseminates information regarding context based post method pedagogy and enables teachers to apply in the classroom scenario. Also, it can be a valuable souvenir to the readers as it incorporates the experiences of Nepalese teachers who belong to diverse caste, cultures, gender, geography, religion through the letter writing and poetic genres. This study is based on interpretive inquiry that presents the picture of teachers’ perceptions on learner autonomy, their practices and its promotion in the real classroom context of school education. The scarcity of autonomy friendly facilities, and learning environment hinders the concept of learning culture: ‘teach to learn and learn to teach’. Teaching by learning culture is a familiar schema in modern education system of Nepal. It relays on the professionalism of the teachers to promote autonomy friendly environment in school. Teachers self motivation, teaching learning culture, personal interest, their dedication and professionalism are considered crucial components to promote learner autonomy in Nepalese cultural context. This study facilitates the constructive practitioners who are dedicated to practice learner autonomy to their own cultural context and address learners needs. It provides context based teaching pedagogy to the innovative teachers. It requires the ability of the teachers to assimilate local cosmology with the global and apply learner friendly post method pedagogies to ensure learner autonomy. With the insights of the classroom practitioners and their lived experiences, it ventures the value of culture for autonomous learning.

This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.

The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

This book examines how autonomy in language learning is fostered and constrained in social settings through interaction with others and various contextual features. With theoretical grounding, the authors discuss the implications for practice in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.

This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.

This text defines autonomy in language learning, how it is implemented and how research and independence/autonomy can inform each other.

Emphasis is placed on displaying the advantages of various forms of self-instruction in this exploration of the ways teachers can help students become more independent in their language learning. A wealth of exercise material, activities, & testing techniques are included.