Speaker
ABSTRACT
This presentation examines how myth-based, participatory courses for older adult learners fostered agency and autonomy in Second Language Acquisition (SLA) through collaborative storytelling and shared inquiry. Initially structured around Greek myths, the courses evolved organically as participants contributed personal narratives, stories from Japanese Kojiki myths, and Australian Dreaming tales. These emergent contributions enriched the course by connecting myths across cultures and allowing learners to lead the learning process. One of the course’s key aims was to encourage the local community to take part in shaping this dynamic learning environment, fostering a sense of shared ownership and collaboration.
The symbolic "Hestia’s Hearth," where each participant added a piece of firewood for every shared story or reflection, became a metaphor for learner agency and collective engagement. The participatory, learner-driven approach aligns with ecological models of learning, emphasizing the interplay between learners, their environment, and the broader community in fostering engagement, creativity, and growth.
Supported by research in educational gerontology and SLA, this presentation illustrates how creating flexible, community-driven spaces enhances self-efficacy, autonomy, and lifelong learning. By offering practical examples and theoretical insights, it provides educators with a framework for designing courses that promote agency through meaningful, collaborative storytelling.
KEYWORDS
Learner Agency
Autonomy in SLA
Emergent Learning
Community-Driven Education
| TITLE | Igniting the Hearth: Fostering Agency and Autonomy Through Myth-Based, Comm |
|---|---|
| RELEVANT SIG | Learner Development |
| FORMAT | Practice-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
