Promoting Autonomy in Mixed-ability Secondary Students through e-mail Tandem

Referencias bibliográficas

• Alvarez, J. A., M. Blanco, A. Ojanguren., H. Brammerts, H. & D. Little. 1996. Guía para el aprendizaje de lenguas en tándem a través de Internet. Oviedo: Servicio de Publicaciones Universidad de Oviedo.
• Benson, P. & P. Voller (eds). 1997. Autonomy and Independence in Language Learning. London: Longman.
• Benson, P. 2001. Teaching and Researching Autonomy in Language Learning. London: Longman.
• Benson, P. & S. Toogood. 2002. Learner Autonomy 7: Challenges to Research and Practice. Dublin: Authentik.
• Brammerts, H. & M. Calvert. 2003. “Learning by communicating in tandem”. In Lewis, T & L. Walker (eds) 45-59.
• Brammerts, H. & Little, D. (eds). 1996. Leitfaden für das Sprachenlernen im Tandem über das Internet (Manuskripte zur Sprachlehrforschung. 52). Bochum: Brockmeyer. Available online at: http://www.slf.ruhr-uni-bochum.de/learning/ tanbib.html
• Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
• Elliot, J. 1993. El cambio educativo desde la investigación-acción. Madrid: Morata.
• Freire, P. 1974. Education for Critical Consciousness. London: Sheed and Ward.
• Gläsmann, S. & M. Calvert. 2001. Tandem Language Learning in Schools. Sheffield: Philip Armstrong Publications.
• Holec, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.
• Huttunen, I. 1993.”Towards learner autonomy in a school context”. In: Holec, H (ed) Autonomy and Self-Directed Language Learning: Present Fields of Application. Autonomie et Apprentissage autodirigé: terrains d’ application actuels. Alemania: Council of Europe Press: 31-40.
• Kemmis, S. 1984. Point-by-point Guide to Action Research. Victoria: Deakin University.
• Kemmis, S. & T. McTaggart. 1988. Cómo planificar la investigación-acción. Barcelona: Laertes.
• Latorre, A. 2003. La investigación-acción. Conocer y cambiar la práctica educativa. Barcelona: Graó.
• Lewis, T. & L. Walker. 2003. Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications.
• Little, D. 1991. Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.
• Little, D. 1996. “Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of information technologies”. In: R. Pemberton et al., Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press: 15-23.
• Little, D. 2003. “Tandem language learning and learner autonomy”. In Lewis & Walker (eds) 37-44.
• McKernan, J. 1999. Investigación-acción y curriculum. Madrid: Morata
• Pérez, Mª G. 1990. Investigación-Acción. Aplicaciones al campo social y educativo. Madrid: Dykinson.
• Nunan, D. 1992. Research Methods in Language Teaching. Cambridge: CUP.
• Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle.
• Pennycook, A. 1997. “Cultural alternatives and autonomy”. In: P. Benson & P. Voller. (eds) 35-53.
• Oxford, R. L., R.Z. Lavien, M.E. Holloway, E. Felkins. & A. Saleh. 1996. “Telling their stories: Language students use diaries and recollections”. In: Oxford (ed). Language Learning Strategies around the World: Cross-Cultural Perspectives. Honolulu: University of Hawaii Press Second Language Teaching and Curriculum Center 19-34.
• Stickler, U. & T. Lewis. 2003. “Tandem learning and intercultural competence”. In: Lewis & Walker (eds) 93-104.
• Vygotsky, L. 1978. Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge: C. U. P.
• Wolff, J. 1982. “TANDEMadrid du hilfst mir lernen, ich helfe dir lernen, und so verstehen wir uns besser“. Spracharbeit, 1: 21-26 & Hispanorama, 32: 13-18.