Learning a foreign language may sometimes become difficult because of the many factors that interact in this process, for example culture, grammar structures, vocabulary, idioms… Some people think that acquiring a foreign language on their own is not possible because students need a teacher who guides them, but if they wanted to, they could be an autonomous learner. Autonomy can take place both inside and outside the classroom; it depends on the willingness, positive attitudes and responsibility that students have.
Table of Contents
Introduction
Chapter 1: Contextual Framework
Continuous Education Program in the School of Languages
Purpose
Requirements
Programmatic Structures
Accreditation and Graduate Profile
Self-Access Centre
Chapter 2: Theoretical Framework
Autonomy
Paternalism
Autonomous learners
Self- Access Centre Ideology
Chapter 3: Methodology
Research methodology: case study
Subjects
Instruments and methods
Procedure
Chapter 4: Analysis of the data collection
Classroom visits
Questionnaire
Teacher’s interview
Chapter 5: Conclusions
Objectives & Key Themes
This research aims to explore the perceptions of students within the Continuous Education Department regarding learner autonomy and investigates the pedagogical strategies employed by teachers to foster autonomous learning skills. The study seeks to understand how students approach independent learning and whether current educational practices effectively facilitate this transition.
- The role of the teacher as a facilitator versus a traditional source of knowledge.
- The impact of Self-Access Centres (SAC) on independent language acquisition.
- Barriers to autonomy, including paternalistic teaching methods and lack of learner motivation.
- The influence of parental support and expectations in the autonomous learning process.
Excerpt from the Book
Paternalism
According to Rawls (1971), ‘Paternalistic interference must be justified by the evident failure or absence of reason and will; and it must be guided by the principles of justice and what it is known about the subject’s more permanent aims and preferences, or by the account of primary goods.’
One of the main problems when teaching in a classroom is to become paternalistic. In the classroom, the students start asking the teacher the meaning of the vocabulary or about the grammar; and the teacher very often gives the students the answers of everything, materials to improve their knowledge, and often forget that students should also search the information to answer their questions by themselves.
Some people may wonder, if it is the students who have to search the information, what is the role of the teacher then? Throughout this century, the role of the teacher has changed, from being considered as giving the students all the answers to serving the students as a guide. When a student has no idea of where or how they can find selected information, teachers can guide them, tell them where they can search, or explain the information that the students found.
When the students cannot find the information about certain topics, or if the information they have found is wrong or unsatisfactory, the teacher can return to his previous teaching role and teach the topic However, this does not mean that teaching is not one of teachers’ primary functions. If a teacher uses autonomy as an excuse not to teach anything and provides no guidance at all, it is unlikely that learning will take place or learners’ autonomy will develop.
Summary of Chapters
Chapter 1: Contextual Framework: Provides an overview of the School of Languages at the University of Veracruz, detailing the purpose, programmatic structure, and the function of the Self-Access Centre.
Chapter 2: Theoretical Framework: Explores definitions of autonomy, the risks of paternalism in education, and the defining characteristics of autonomous language learners.
Chapter 3: Methodology: Outlines the qualitative case study approach, describing the selection of student subjects and the instruments used for data collection, including observations and interviews.
Chapter 4: Analysis of the data collection: Evaluates findings from classroom observations, student questionnaires, and teacher interviews to assess the current state of learner autonomy.
Chapter 5: Conclusions: Summarizes the research results, confirming that while many students are in the process of becoming autonomous, external factors and teaching methods significantly influence this development.
Keywords
Autonomy, Language Learning, Paternalism, Self-Access Centre, Learner Development, Case Study, Teacher Role, Student Motivation, Continuous Education, Foreign Language Acquisition, Independent Learning, Educational Reform, Pedagogical Strategies, Qualitative Research, Student Responsibility
Frequently Asked Questions
What is the primary focus of this research?
The work examines the concept of learner autonomy within the Continuous Education Program at the School of Languages, specifically focusing on how students and teachers perceive and practice autonomy.
What are the central themes of the study?
The research explores the balance between guided instruction and independent learning, the role of the Self-Access Centre, and the influence of cultural and paternalistic factors on student behavior.
What is the primary research goal?
The study aims to determine how teachers promote autonomous learning and how students perceive their own ability to manage their learning process independently.
Which research methodology is applied?
A qualitative case study approach is used, involving six students from a Junior I English level group, utilizing classroom observations, questionnaires, and teacher interviews.
What does the main body of the work cover?
It covers the institutional context, theoretical foundations of autonomy, detailed methodology, and an analysis of qualitative data gathered from students and their teacher.
How would you describe the key characteristics of this research?
It is a descriptive, qualitative inquiry that combines pedagogical theory with practical observations to highlight the transition from teacher-centered to student-centered learning.
What specific insight does the teacher provide regarding parental involvement?
The teacher emphasizes that education should be a "triangular" effort involving the parent, the student, and the teacher, noting that parents play a crucial role in encouraging student responsibility and time management.
How do the students utilize the Self-Access Centre according to the findings?
Students use the centre both as a mandatory requirement and voluntarily, finding it a useful space for practicing language skills, clarifying doubts, and exploring interests beyond the standard curriculum.
- Citation du texte
- Julio Antonio Rodríguez Lara (Auteur), Ytzell Ofelia Vázquez Galván (Auteur), 2013, Autonomy and Children. Students’ and the teacher’s point of view of an English class about autonomy, Munich, GRIN Verlag, https://www.grin.com/document/457901
