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Creating Supportive Environments for CALL Teacher Autonomy

Creating Supportive Environments for CALL Teacher Autonomy

Renata Chylinski, Ria Hanewald
Copyright: © 2011 |Pages: 21
ISBN13: 9781609605032|ISBN10: 1609605039|EISBN13: 9781609605049
DOI: 10.4018/978-1-60960-503-2.ch403
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MLA

Chylinski, Renata, and Ria Hanewald. "Creating Supportive Environments for CALL Teacher Autonomy." Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 840-860. https://doi.org/10.4018/978-1-60960-503-2.ch403

APA

Chylinski, R. & Hanewald, R. (2011). Creating Supportive Environments for CALL Teacher Autonomy. In I. Management Association (Ed.), Instructional Design: Concepts, Methodologies, Tools and Applications (pp. 840-860). IGI Global. https://doi.org/10.4018/978-1-60960-503-2.ch403

Chicago

Chylinski, Renata, and Ria Hanewald. "Creating Supportive Environments for CALL Teacher Autonomy." In Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 840-860. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-503-2.ch403

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Abstract

This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning, with a special focus on creating online institutional environments to support teachers’ autonomy in computer assisted language learning (CALL). This study took place at MUELC, a self-funded teaching institution that belongs to a network of Australian universities offering English Language Courses for Overseas Students (ELICOS). Significant expansion in student enrollments has resulted in programs across four locations with all language teachers involved in CALL delivery. Fostering and supporting teacher autonomy became the key premise for the creation of multifaceted in-house CALL support initiatives, one of them an online portal containing resources for teaching and learning as well as tools for reflection on practice and opportunities for professional development. Language teachers have been building this intranet portal site using the theoretical frameworks of practitioner-based inquiry and organizational change management. The evaluation of this study reflects the duality of the research aims; namely, the features of the developed product and the learning process of the teachers involved. This may be of value to other language institutions embarking on similar online projects.

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