Learner Autonomy: Learner Autonomy Individualisation Self Directed Learning CRAPEL Self Access Centres Humanism Learning Strategies Dogme


Humanistic Education: Humanistic Education Learner centred approach – Need for Ss to decide their own needs, set and achieve their own goals, evaluate their own progress Sharing of control on decisions regarding syllabus, course content, methodology … Joint responsibility of participants in achieving learning outcomes Feelings as important as intellect – whole person approach Collaborative learning – other learners as support group Teacher’s role – facilitator : concerned with creating positive atmosphere and developing Ss ability to do all of the above


Moving towards AutonomyFrom Lockstep to Individualisation: Moving towards Autonomy From Lockstep to Individualisation Lockstep teaching … … all the students doing the same thing … at the same time … in the same time … in the same way … to achieve the same results


Moving towards AutonomyFrom Lockstep to Individualisation: Moving towards Autonomy From Lockstep to Individualisation 1970s-1980s : Individualised learning - variation in some of these parameters Content (eg mixed ability teaching) Content and goals – provision of options (eg ESP) Time and content – (eg programmed learning) Goals –(eg flexibility over level of achievement) Mode of learning - (growing awareness of learning styles) But possible to do all this and remain within a T-directed format


1980s – Self Directed Learning: 1980s – Self Directed Learning CRAPEL – Centre de Recherches et d’Applications Pédagogiques en Langue (Université de Nancy II, France) Aimed for full “Self-direction”. Learners should be able to: Define learning objectives – what language is to be studied and to what level of competence? Select relevant materials and methodology Self evaluate Recognised need for learner training


Self Access Centres: Self Access Centres Use of SAC generally seen as something to be tacked on to classroom course Pre-internet days : involved an enormous investment on the part of the institution Would include eg : grammar and vocabulary worksheets, listening materials, reading materials etc, in self access format. Sometimes incorporated with language lab facilities


Why should learners be autonomous?: Why should learners be autonomous? Practical reasons - for the learner and for the institution “Humanistic” rationale Autonomous learners will be better learners


What do learners need to be autonomous? : What do learners need to be autonomous? A realistic but positive attitude to language learning – Yes, I can May be undermined by beliefs about language aptitude, previous learning experiences, etc Willingness to take on responsibility – Yes I will May be undermined by belief that T-led instruction would be quicker, that they don’t know how etc


What do learners need to know to be autonomous? A few ideas…: What do learners need to know to be autonomous? A few ideas… Planning the course - how to define communicative needs - how to translate these into linguistic objectives - how to sequence those objectives - what materials are available and how to select them


What do learners need to know to be autonomous? A few ideas…: What do learners need to know to be autonomous? A few ideas… Planning the Learning Sessions how to plan a study schedule how to use the materials - purpose of tasks - how to go about doing the task : techniques and strategies


What do learners need to know to be autonomous? A few ideas…: What do learners need to know to be autonomous? A few ideas… How to Evaluate Learning How to set realistic objectives Techniques for evaluation How to identify problems and take action


Learning Strategies: Learning Strategies Example – Dealing with vocabulary Selecting a reasonable number of useful new words from the material being studied or Finding learning materials for a required lexical field Creating a vocabulary notebook organised in a “brain-friendly” way Using vocabulary cards Inferring from context Using dictionaries Listening to taped material containing the new vocabulary against a background of baroque music Finding or creating exercises which focus on the vocabulary Building review sessions into the study plan etc


Fostering Autonomy in the Classroom: Fostering Autonomy in the Classroom We can’t “expect” learners to be autonomous – need for learner training Working with a teacher need not be “non-autonomous” – if … a) the learner knows there’s an alternative and has chosen to follow the class consciously b) the learner knows how to “use” us – ie as a resource, “knower” and facilitator rather than as an unquestionable authority Learners might make a conscious choice not to be “autonomous”


Fostering Autonomy in the Classroom: Fostering Autonomy in the Classroom Learners need to understand what they are doing so … Make explicit what you are doing in the classroom and why Use texts, questionnaires, GW discussions etc to discuss different learning strategies Include use of as many learning strategies as possible in the course Get learners used to making choices or decisions


A Continuum …: A Continuum … Autonomy a matter of degree, not either/or … Teacher Self Dependence Direction Learner training a matter of moving along the continuum ..


Dogme : Dogme Originator : Scott Thornbury Rationale : ELT has become “materials driven”. We need to throw out the coursebooks – at least in their current form - and base the lesson on genuine T/S interaction


Dogme: Dogme …. talk with your learners, making that talk the content of the teaching moment. Use the details of everyday life to engage even the least confident learners. Help your learners as you go along, note language that emerges, and wait for a pause in the conversation to scaffold their language as needed. When the talk runs out, have them write a summary, …a Dogme classroom - an open one, to which the learners are bringing in their own material because they know they can, and one where nobody knows precisely what will happen when they walk through the door. This requires considerable skill on your part, to manage the interaction but to keep one eye on the language. Rather than pre-plan, post-plan: jointly record what has happened during the lesson. The syllabus becomes the map of a journey of discovery recollected in tranquillity, rather than a blueprint for a forced march through English grammar. From : Meddings and Thornbury, Dogme still able to divide ELT http://www.guardian.co.uk/education/2003/apr/17/tefl.lukemeddings


So what’s this got to do with autonomy?: So what’s this got to do with autonomy? It is the learners who generate the input – deciding topics, bringing in articles to read and discuss etc The teacher takes on the facilitator, knower, resource role, at least to a certain extent But as someone said in a post on the Dogme Yahoo Forum … As for dogme being this or being that, isn't it mostly irrelevant?