Home safety assessmeny Coursework Example | Topics and Well Written Essays - 500 words

Home safety assessmeny - Coursework Example L The presence of a chair in the balcony as well as unenclosed reagents has the greatest potential of jeopardizing with the safety of my household members. The children in my household are ever active and curious, and as a result of these it is evident that their safety is at risk. M I have decided to ensure that the door to the balcony is ever closed when an adult is not around. I also lock all reagents and lotions in their respective shelves after and before use. To prevent children from being burnt, I will ensure that the kitchen is always under key and lock when all adults are out of home. N This evaluation assignment has enabled me realize that there are a lot of things that we do ignore in our respective homes that are very detrimental to our own health. It has also made learn the essence of ensuring everything is well stored at home so as to reduce the health hazard

Learner Autonomy in Language Learning and Teaching Literature review

Learner Autonomy in Language Learning and Teaching - Literature review Example Furthermore, autonomy in language learning and teaching has been studied in alternative contexts, circumstances and practices (Camilleri, 1997). Among the contexts in which autonomy in linguistics has been covered in recent times are self-regulation, teacher/learner development, autonomy and motivation, and the socio-cultural theory of autonomy (Camilleri, 1997). In addition to the ever-expanding role of autonomy in educational policies and their reforms, many works have covered the developments that the philosophy of autonomy has undergone in recent times. Furthermore, this literature review suggests the possible direction for future autonomy-related/focused researches by students, lecturers and applied-linguistics researchers. This literature review will be quite useful to educators and language teachers concerned with learner training, self-accessibility and autonomous learning since it comprehensively accounts for autonomy in language learning and all the other educational practi ces related to the concept of autonomy. Autonomy in Language Learning and Teaching Although a rather common term in contemporary linguistic classes and issues, autonomy is not that clearly understood by many a stakeholder. This situation is more apparent in education activities related to the acquiring of lifelong learning skills (Benson and Voller, 1997). However, many works appreciate the role of autonomy in changing age-old practices and beliefs in linguistic classes, hence the promotion of self-accessibility and participation in language learning institutions (Benson and Voller, 1997). Because of the effects of the past and recently published books and research findings and the recommended practices therein, language learning has claimed its position in the academic field and has consequently placed learners at the centre of education. The historical origins and the background of the term ‘autonomy’ in linguistics is one of its many aspects covered in the works revi ewed in this study. Most works concur that the term ‘learner autonomy’ was coined and first used by Henri Holec, regarded as the father of learner autonomy, in 1981. Though it originated from a single source, the relevant works define the term quite differently. These definitions not only depend on writers but also on their educational levels and contexts within which their books and articles are written. Among the contexts in which the definition of ‘learner autonomy’ has been defined differently are politics, education and human/social spheres (Benson and Voller, 1997). However, it is in the educational context, more so linguistics, that ‘learner autonomy’ has been covered in studies and works to a large extent. In fact, in linguistics-related literature, autonomy is portrayed both as a means and an end to learning and teaching languages. In the literature review, several definitions were common in most books. For instance, Benson and Voller (1997) define ‘learner autonomy’ as one’s capacity to take charge of his/her learning activities and processes. Other authors define ‘autonomy’ as a learner’s or a teacher’s ability to psychologically relate with the contents and processes of learning and teaching respectively (Wenden, 1998). For teachers, autonomy also implies the recognition of a learner’s rights within a learning institut