Culture and the Autonomous Learner
By Dr. Edwin Weaver
January 2009
Everywhere we turn people are talking about the need to develop autonomous learners. The course books which are being developed are designed with the autonomous learner in mind or to help develop autonomous learners. However, my question is this, are we heading in the right direction?
You will probably say that everyone agrees that we must have autonomous learners and it would be great if everyone was capable of being an autonomous learner. However, some people due to their cultural background do not have the characteristics to become autonomous learners. Are we, as educators, here to change cultures or here to educate?
As for me, I am here to educate, no matter the method. If someone can only learn by rote memory method, I will teach via rote memory. If the student wants to take responsibility for their learning, I will give them all the tools and guidance needed to become autonomous learners. As Benson (2003) said “autonomy can be fostered, but not taught” (p. 290). However, I will not attempt to change people to match what others deem correct.
For years many administrators have been trying to change the educational system in their schools or universities to promote autonomous learning. I applaud them, if the students are ready for the change. If the student is not ready you may be hurting them and the educational system much more than helping it.
Remember, as Vygotsky (1978) said, motivation and autonomy is a socially constructed process. The society or culture we are attempting to help or change, they may not want that change. It may not match with their beliefs and their customs.
How people approach learning varies according to the culture. We have to look at whether or not the culture supports the autonomous approach to learning. Everything depends on the learner’s value system or belief system. As Benson (2001) explains the value system of the learner is, “a more or less organized collection of internalized perceptions, beliefs and feelings related to one’s position in the social world, developed during the past as a reaction to past experiences”.
All their life the student has been exposed to certain ideals, certain customs, even certain taboos. Our attempts to take a person from non-self-determined to self-determined is a risking proposition. Many of our students hold their family is a sacred place in their lives. Many of the students are studying what their family wants them to learn or what the government has decreed for them. These students would experience a tremendous amount of emotional conflict if pushed to become autonomous learners. They are not ready for it.
If you are wondering if your students are ready to develop autonomous learning look to the characteristics present by Cotterall (1995). She identified six characteristics which will enable you to assess the readiness of the students; role of the teacher, role of feedback, learner independence, learner confidence in study ability, experiences of language learning and approach to studying. A simple survey will tell you if the student is ready or not. I have one which I have used to evaluate readiness at the universities which I work at. It may help you to design your own http://english-works.net/surey/public/survey.php?name=autolearner.
We are here to teach. We are here to educate, by whatever means we can. If the student can only learn by visual, we teach by visual. If the student can only learn by audio, we teach by audio. We asses the learning style of the students and provide lessons in their style. We apply learning strategies to every other part of teaching; let us remember to apply this concept about developing autonomous, evaluate the readiness and only proceed if the students are ready.
References:
Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (p. 289-308). NY: McGraw Hill.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA, & London: Harvard University Press.
Vygotsky. L. (1987). Collected works. R. W. Rieber & A. S. Carton (Eds.), N. Minick (Trans.). New York: Plenum.
Other source to read if you are interested in autonomous learners
Benson, P. & Voller, P. (Eds.) (1997). Autonomy and independence in language learning. New York: Longman.
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System 27(4), 493-513.
Dam, L., & Gabrielsen, G. (1988). Developing learner autonomy in a school context - a six-year experiment beginning in the learners’ first year of English. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of applications (pp. 19-30). Strasbourg: Council of Europe.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38, Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determined perspective. Educational Psychologist, 26(3 &4), 325-346.
Deng, L. (2007, June). Fostering learner autonomy through meta-cognitive strategy training in EFL writing. Symposium session presented at 2nd HAAL Research Forum, Hong Kong.
Dickinson, L. (1996). Culture, autonomy and common sense. Autonomy 2000: The development of learning independence in language learning conference proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.
Little, D. (1995). Learner autonomy: Definitions, issues and problems. Dublin: Authentik. Murphy, D. (1987). Offshore education: A Hong Kong perspective. Australian Universities Review, 30(2), 43- 44.
