A Presentation
Much ink was spilt about the way one could learn or teach English as a second or foreign languge. Scholars have been talking about approaches and methodes; yet no one has got the magic wand. And for a certain period of time, an approach was merily a cure-all. Until now,teachers are seeking a modus vivendi using this and that methods. However, Any method or approach thought to be panacea for some language learners, could be palliative or even a hydra for others.Hence, a language learner must find his/her way to learn; and the teacher's role is to guide him/her through.
It is true that we, as teachers, cannot get out of the minesterial frames dictated by the syllabi and that we cannot expect any better results within the present day unsatisfactory conditions. Yet, the least we can do is to guide our students and help them to achieve a certain amount of autonomy
Autonomy
"Autonomy is the ability to take charge of one's own learning" Henri Holec.
Learner Autonomy has been a buzz word in foreign language education in the past decades, especially in relation to lifelong learning skills. It has transformed old practices in the language classroom and has given origin to self access language learning centersaround the world such as the SALC at Kanda University of International Studies in Japan, the ASLLC at The Hong Kong Institute of Education, the SAC at Hong Kong University of Science and Technology and ELSAC at the University of Auckland. As the result of such practices, language teaching is now seen as language learning and it has placed the learner as the centre of our attention in language learning education.
The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. Many definitions have since been given to the term, depending on the writer, the context, and the level of debate educators have come to. It has been considered as a personal human trait, as a political measure, or as an educational move. This is because autonomy is seen either (or both) as a means or as an end in education.
One of the key aspects to consider in defining Learner Autonomy is whether we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other, both of them can be part of our views towards language learning or learning in general.
Principles of learner autonomy could be:- Autonomy means moving the focus from teaching to learning.
- Autonomy affords maximum possible influence to the learners.
- Autonomy encourages and needs peer support and cooperation.
- Autonomy means making use of self/peer assessment.
- Autonomy requires and ensures 100% differentiation.
- Autonomy can only be practised with student logbooks which are a documentation of learning and a tool of reflection.
- The role of the teacher as supporting scaffolding and creating room for the development of autonomy is very demanding and very important.
- Autonomy means empowering students, yet the classroom can be restrictive, so are the rules of chess or tennis, but the use of technology can take students outside of the strictures of the classroom, and the students can take the outside world into the classroom.
In order to learn a language, one should achieve a certain kind of autonomy. And as mentioned above, being autonomous, is being independent and selective.
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