By Richard Pemberton, Sarah Toogood, Andy Barfield
While in prior many years self reliant, self-directed or 'independent' studying could have been assumed to be a substitute for lecture room studying, the emphasis has now shifted to the purpose the place learner autonomy, seen as capability to take cost of one’s personal studying, is more and more being promoted as a target for basic language schooling. Autonomy, as Phil Benson issues out in his bankruptcy, has "become a part of the present orthodoxy of language instructing and studying examine and perform: an concept that researchers and lecturers forget about at their peril". This quantity brings jointly a various physique of labor through major theorists of autonomy in language schooling, in addition to in the community positioned debts through autonomy practitioners operating with secondary-level, collage or grownup migrant beginners, or engaged in instructor schooling and curriculum improvement. Localising autonomy in such settings, diversified perspectives of autonomy grow to be social perform, less an summary set of discrete talents, attitudes or behaviours to be constructed, and masses extra a traditionally and socially located method that evolves via family between persons-in-action in particular contexts of perform. varied authors discover freshmen' and academics' voices to elevate thought-provoking questions about roles, assets and practices very important to any pedagogy for autonomy. compatible to be used with lecturers in pre-service and in-service education, this landmark quantity also will strongly entice academics operating in several schooling sectors, in addition to instructor educators and researchers.
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Additional info for Maintaining Control: Autonomy and Language Control
Becoming ‘autonomous’, in this sense, is no doubt in the interests of learners, but only inasmuch as it helps them accommodate to the needs of the new economy (Schmenk 2005; Auerbach 2007; Toohey 2007). Placing the idea of autonomy in this wider context, however, also gives us a different way of looking at the problem of defining autonomy, which is less concerned with the issue of what it means and more with the issue of what it should mean. To illustrate this point, I want to look at two recent publications that have defined autonomy without direct reference to earlier definitions.
It is difficult to assess whether the educational aims of the Council have been achieved, but when it comes to language learning, the size of the impact can be observed at the level of practice. The last decade can be characterised as a period of dissemination of the idea that autonomy is more than a commodity and that it needs fostering and developing as advocated by Trim (1977). While the pedagogical principle per se can be pursued in many language learning and teaching environments, efforts to implement it have been particularly notable in university Language Centres, not only throughout Europe and in former Commonwealth countries but also in mainland China, Hong Kong, Japan and South America — in short, wherever the need to harness new technologies has imposed a complete reassessment of language learning and teaching practices.
The issue of scope The danger of perpetuating an individualistic culture is not the only risk in following the road of individual personal autonomy, however. The other issue associated with the development of personal individual autonomy is that — as shown in the previous examples — it is based on a conceptualisation of the individual which is separate from that of the community. Let us assume one possible ideal scenario whereby a student is a truly self-directed language learner in a self-access centre.
Maintaining Control: Autonomy and Language Control by Richard Pemberton, Sarah Toogood, Andy Barfield