Introducing the Writers
and Reader Responders
We would like start Autonomy You Ask! by introducing the many different individuals who allcontributed to making this Anthologyboth Japan-focused and internationally grounded.
Emika AbeI am teaching English and Japanese part-time at several universities in the Tokyo area. My
interests are autonomy, language learning motivation, and teaching to children.
Dick AllwrightNow retired from Lancaster Universityafter more than 30 years in applied linguistics, I am
keen to remain active in the field. An enthusiast for academic observational classroom researchin the 1970s and early 1980s,I have shifted in recent years to develop, under the heading of'Exploratory Practice,' the notion of practitioner research in the language classroom, withteachers and learners working together, during language lessons, to explore and develop theirown understandings of their classroom lives.
Naoko Aoki

I am a teacher educator of Japanese as a second language and have been writing on topics
related to learner autonomy for the past 10 years or so. The Learner Development SIG has
always been my home during those years, although I was lurking for a while. I teach at Osaka
University.
CHITOSE ASAOKA

I work at Dokkyo University in the English Division of the Department of Foreign Languages,
where I teach English and TEFL methodology courses. I am interested in teacher development
and education, as well as learner autonomy. I am also active in organizing a group of volunteer
university students who teach English to primary school students in the community.
Andy Barfield

I'm interested in ways of fostering learner and teacher autonomy together, and also in Japanese
students' English collocational development. I should probably have been spending all my timeon the latter, but all three are enjoyable and important areas of learning for me.
Phil Benson

I work at the English Centre in the University of Hong Kong where I teach English and Applied
Linguistics. I have been interested in autonomy for the past 10 years or so and have publishedseveral books and papers on the subject. My interest in autonomy really stems from my own
experiences of learning languages on my own and from a desire to understand my students as
people. My most recent research has been on learners' stories of their experiences of language
learning and (auto)biography as a research method in second language learning.

vi•

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Kevin Bodwell

I'm Kevin Bodwell, originally from California, but I spent 18 years in Japan, mainly teachingat universities. As of August this year, I am at United Arab Emirates University in Al Ain. In myview, all students are autonomous in that, whatever the teaching method and curriculum, it isstudents who ultimately do the cognitive processing required for learning. Understanding andcontrol over learning processes better enable them to engage the world.
Denise Boyd

I have worked for Sumikin-Intercom, Inc. since July 2000.1 am the on-site English instructor
for SUMCO (Mitsubishi Sumitomo Silicon) in Saga Prefecture, Japan. I also teach at Saga
Electronics and give seminars for various companies throughout Japan. I would love mystudents to become so autonomous as to make me obsolete as an English teacher—well maybe
not.

Stephen H. Brown

I'm really interested in exploring learners' and teachers' perceptions of their own learning/teaching and the effects those perceptions have on that learning/teaching. I'm currently work
ing towards my PhD, researching autonomy in second language acquisition, focusing on the
personal constructs of learners and teachers.
Wade Carlton

I teach in the Department of Communication Studies at Ibaraki University. I've been a dor
mant member of JALT since 1998, except for sporadic attendance at chapter and SIG retreatsand meetings. When I see that my teaching has impacted a student's knowledge base andgrowth as a human being, I am on Cloud Nine.
Michael Carroll

I have been teaching English for 14 years. I recentlyco-edited Journal Writing published by TESOL
and am currently working on a book on curriculum development. I am interested in ways of help
ing students to become motivatedto learn and to be responsible for their own learning.
Sara Cotterall

I work at Victoria University of Wellington in New Zealand where I teach courses on language
teaching methodology and second language acquisition to language teachers, and academic
writing to international students. I became interested in learner autonomy in 1990when
investigatingthe reading strategies of a group of EAP learners. This interest led me to researchlearners' beliefs about language learning and readiness for learner autonomy. While coconvenor of the AILA Scientific Commission on Learner Autonomy from 1996-2002,1 met
many international colleagues who share my commitment to promoting learner autonomy inlanguage learning.
Joyce Cunningham
I teach at Ibaraki University in the Department of Communication Studies where I am also
Co-coordinator of the English Language Workshop Programme. I am active in JALT (co-editorof the TLT monthly column Perspectives, etc.). My main interests: newsletters, NLP, Multiple
Intelligences, and video exchange projects.

— LD SIG 2003 A n t h o l o g yix•

Writers&

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Stephen J. Davies

I began teaching in 1987.1 worked with adult literacy groups in the UK. Having been bittenby the teaching bug, I decided to have a go at TEFL. My first job was as an Assistant Language
Teacher in Kanazawa City in 1988. Originally I came to Japan for one year, but somehow...
Helga Deeg

I have been an upper-secondary school teacher since 1975, and was a teacher trainer for uppersecondary school teachers of English from 1982-1994. From 1994 until the present, I have beenworking as the head of a teacher training seminar which provides upper-secondary school
teachers with two years of training after their first university degree. Since 1997,1 have beencollaborating with colleagues from different universities in the Netherlands (coordinating
university), Italy, Spain, and Sweden in two European cooperation projects on learnerautonomy. The first project is in initial foreign language teacher training, and the second on
learner autonomy in in-service foreign language teacher training.
Julian Edge

It's 2003, I'm 55 years old, and TESOL is what I have done since I was 21. It's July and I'm tired.
I get tired more easilythan I used to: ageing warrior, never quite made it to wizard. We seemtruly to be dominated by a worldview that rates price before value. I no longer believe that thistide can be stemmed, much less turned. I am prepared to go on fighting the long defeat. I do
still believe that learner autonomy and teacher development are but two expressions of thefundamental values that underpin the kind of society that I want to live in: a society in which
we inform ourselves about what is happening, involve ourselves in conscious decision-making,and take responsibility for our actions and their outcomes. OK, I feel better for that. It's abeautiful evening. Hold your course. Full speed ahead. Damn the torpedoes.
Sultan Erdogan

I am working with experienced EFL teachers in Turkey to identify their constraints in practicein relation to their personal theories about good teaching. I'm also interested in fosteringteacher autonomy since this is an important issue for us in coping with the practical problems
we experience and for our professional development—'you may say I'm a dreamer, but I'm notthe only one.'
Heidi Evans Nachi

I'vebeen teachingin Japansince2000. Through my classroom teaching and curriculum
development experiences, I'vebecome interested in (a) exploring the relationship between
student attitudes towards alternative forms of assessment, and gender motivation, proficiency, andachievement; and (b) using this student feedbackfor informing curriculum and materials design.
Ana Maria Ferreira Barcelos

I am an Assistant Professor of English at Federal University of Vicosa in Brasil. I got my
PhD from the University of Alabama, Tuscaloosa, USA. My dissertation on the relationshipbetween teachers' and students' language learning beliefs was chosen as the "Most Outstanding
Dissertation Research" in the College of Education in 2000. My research interests include
learner and teacher autonomy, language learning beliefs and their relationship to the social
context of language learning and teaching.

— LD SIG 2003 A n t h o l o g y —xi•

Writers&

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Hugh Nicoll

I am Professor of English at Miyazaki Municipal University where I teach reading, writing,and American Studies. I studied at Antioch and The Evergreen State College, and worked
as a mountaineering instructor and woodcutter before moving to Japan. I am interested inlearner development, CALL, and the interstitial spaces where art, critical theory, dance, history,
intertextuality, learning, music, pedagogy, sport, and writing meet.
Mike Nix

I teach English in the Faculty of Law at Chuo University. I am interested in how my students
can develop their academic literacy and learner autonomy in order to use their English to
explore, and make critical sense of, the issues that concern them in the world today.
Richard Pemberton

I have taught ESL in the UK, Zimbabwe, and Papua New Guinea. For the last 12 years I havecoordinated the Self-Access Centre team at Hong Kong University of Science and Technology.
I've been involved with HASALD (the Hong Kong Association for Self-Access Learningand Development) for many years and am currently leading a project to develop a Virtual
English Language Adviser. My interests include promoting self-directed learning through thecurriculum, L2 vocabulary acquisition, and learning Spanish and salsa.
Hayo Reinders

Kia ora, greetings from New Zealand! My name is Hayo Reinders, and I am Director of the
University of Auckland's Self-Access Centre. I have an interest in fostering autonomous
language learning in our learners here at the university.We are currently working on agovernment-sponsored adult literacy programme whereby we help students develop academic
literacy and independent learning skills.I am also currently working on my PhD in applied
linguistics.
Keiko Sakui

I am a language advisor at the English Self-Access Centre at the University of Auckland, New
Zealand, where I am also a doctoral candidate in language teaching and learning. My researchinterests include learner beliefs, teacher beliefs and practices, and academic writing. I havetaught English in Japanese universities and Japanese in the United States and New Zealand.
KazuyoshiSato

I hold a PhD in Applied Linguistics from The Universityof Queensland, Australia. I have written
severalpapers on communicative language teaching and teacher education. My current researchinterests include teacher development, curriculum development, and learning strategies.
Etsuko Shimo

I have teaching experience as a Japanese public senior high school English teacher, and as a
JSL (Japanese as a second language) teacher and English teacher at university level. I received a
Master of Education in TESOL from the State University of New York, University at Buffalo, in
2001.

— LD SIG 2003 A n t h o l o g y —

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Eric M. SkierA 12-year resident of Tokyo, there are three things in life I am sure about: I will be a teacher, I
will practice Kendo, and most importantly I will be married to my very beautiful wife Kazumi.
Oh, and I will always be a believer in autonomy.
Richard Smith

I've been teaching at the University of Warwick, UK, for the last 4 years, having taught
for 13 years in Japan, mostly at Tokyo University of Foreign Studies. One of my proudest
achievements there was nurturing the Learner Development SIG into existence, almost exactly
10 years ago. My students are now mostly English teachers or prospective teachers from various
countries overseas, and I'm enjoying the challenge of fostering their autonomy in unfamiliar(for me and them) cross-cultural circumstances.

Jodie Stephenson

A girl from Down Under in the Land of the Rising Sun.When not working, I can be found taking
time out from reality with a latte, or releasingstress by bashing balls around a billiards table.
Tim Stewart

I'm Tim Stewart from Canada. I am currently an Assistant Professor of TESL/TEFL at Miyazaki
International College. I've been collaborating in teaching and research with TESL anddiscipline-area colleagues at the tertiary level since 1990.
Malcolm Swanson

I made the mistake of buying my first computer 7 years ago, and we have been inseparable
ever since. Last year I started my latest venture, Pukeko Graphics <www.pukeko.ws>, a small
graphics cooperative catering to the language teaching community in Japan. My current
interests focus on creating learner-centered instructional websites, and observing the way
students interact online. I can be contacted at <mswanson@pukeko.ws>.
Akiko Takagi

I am currently a doctoral student at the Universityof Exeter. I have taught at various levels,from kindergarten-aged learners to adults. For several years, I taught at a private language
school, at a high school, and at university; and, recently, I worked as a research associate for
Waseda University.
NOBUYUKI TAKAKII am a Professor of TESOL at Kumamoto University Faculty of Education, and my major fieldof study is Teacher Development. I have been a member of JALT (TeacherEducation SIG) for
more than 10 years. I have also directed a grassroots EFL teacher development group in Kyushu
for 11 years.
Miyuki Usuki

I taught Japanese (JSL) and English (EFL) at Hokuriku University in Kanazawa for 7 years.
I moved to Australia in May 2002 and stayed there until September 2003.1 was involved inJapanese language teachingand program coordination at Edith Cowan University in Perthduring my stay. I am interested in learner beliefs and learner autonomy in language learning.
— LD SIG 2003 A n t h o l o g y —

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FLAVIA VlEIRA

I have been working for 20 years as a teacher educator at the University of Minho, Braga,
Portugal, where I teach and supervise prospective EFL teachers in training. I have also been
involved in collaborative in-service teacher development projects and in postgraduate
programmes on Pedagogical Supervision. My main research and teacher development interests
are pedagogy for autonomy in the school context, reflective teaching and teacher development,
and, more recently, pedagogy at university. My main goal as a teacher educator and researcher
is to understand and enhance education that has the potential to transform and empower
people, with a particular attention to local constraints and how they might be addressed.
Working with other university colleagues and with school teachers has made me understandthe value of collaborative inquiry in pursuing that goal.
Stacey Vye

I have lived in Japan for 13 years. There are at least three things in life I am not sure about:how our Earth will fare in the next couple of years, whether I have created an abundance ofautonomous opportunities for my students, and how much I can snowboard.

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