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A few thoughts on autonomy - Palestra sobre a importância da autonomia na sala de aula de língua estrangeira
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A few thoughts on autonomy - Palestra sobre a importância da autonomia na sala de aula de língua estrangeira

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  • 1. II Language Teaching Symposium: Language and Diversity UVA – Universidade Veiga de Almeida
  • 2. A FEW THOUGHTS ON AUTONOMY Bel Chavantes
  • 3. → What is autonomy? → What does it involve?
  • 4. Autonomy is a state of optimal equilibrium between dependence and self-sufficiency.
  • 5. Autonomy involves... → the term “inner resources”, which in relation to language learning, refers to the development of the ability to take decisions about one’s own learning and how it should be managed; → the term “ external resources”, which refers both to both human and material sources of assistance.
  • 6. But what is the difference between autonomy and independence?
  • 7. On the relationship between autonomy and independence... Dependence Rejection Acceptance → Unhealthy – Subjection – “I do need help. So just tell me what to do, please.” Independence – “ I don’t need any help. I am fine by myself, thank you.” → Healthy – Autonomy – “I do need help, and I know what to do about it.”
  • 8. → What kind of student would you rather have?
  • 9. Autonomy is not something learners can just be given, or something they can adopt overnight. It is something to work towards.
  • 10. → But how can we help our learners develop autonomy?
  • 11. → Is it possible to be in full control of one’s learning all the time?
  • 12. As a matter of fact, it can’t be denied that a foreign language is the object of teaching from the onset of its acquisition, which leads the teacher to make use of certain strategies he believes are used unconsciously in his own language, and plays an important role in spurring a reflection on the mother tongue. Nevertheless, one can’t infer that learning a foreign language is a completely conscious process, that a learner can monitor his learning all the time or that a foreign language remains at all times extrinsic to the subject; on the contrary, it is possible not just to become acquainted with another language, but also to know such a language, to be represented by it. It is actually the desire for the other, the wish for totality, which fosters language learning.
  • 13. Na verdade, é inegável que a língua estrangeira , por ser objeto de ensino desde o início de sua aquisição, o que leva o professor a explicitar certas estratégias que acredita serem usadas de maneira inconsciente na sua própria língua, exerce um papel importante de reflexão sobre a língua materna. Entretanto, não se pode inferir daí que a aprendizagem da língua estrangeira é totalmente consciente, que o aprendiz é capaz de monitorar sua aprendizagem, que a língua estrangeira permanece sempre “exterior” ao sujeito; pelo contrário, é possível não apenas “conhecer” outra língua, mas “saber” essa língua, ser falado por ela. É, aliás, o desejo do outro, o desejo de totalidade, o elemento propulsor na aprendizagem de línguas.
  • 14. Bottomline is...
  • 15. CORACINI, MARIA JOSÉ. Identidade & Discurso (des) construindo subjetividades. Campinas: Editora da UNICAMP; Chapecó: Argos Editora Universitária, 2003. ALLWRIGHT, DICK. Autonomy in Language Pedagogy. Copacabana. October, 1990.

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