What and Why?
Autonomy has two main aspects in language teaching. The first concerns the students use of the language.
The ultimate goal of most language teaching is to develop the students' autonomy in their own language use.
That is, to develop the ability to use the language as they need or want to. This has direct implications for the kind of tasks that students are asked to do.
If students are only asked to do 'closed tasks' they are unlikely to develop the ability to use the language with ease. Open-ended tasks are much more important in this respect. The second aspect of autonomy, however, concerns how the students learn.
If all the decisions about learning are always taken by the teacher, the students will not have the opportunity to decide things for themselves. This means that they will not develop the ability to learn by themselves or to work out what works best for them as individuals.
In a rapidly-changing world, however, these abilities are increasingly important as people are continually required to learn new skills and absorb new information.
Learning how to learn should thus be a vital component in any educational course.
Practical ideas
- CES incorporates numerous tasks which require students to decide things for themselves, to plan and to evaluate. You can discuss these tasks with the students so that they understand the value of them in helping them to learn without your direct supervision.
- The workbook cassette provides a good support for the students to exercise autonomy in learning. You can spend some time discussing with the students how they use the cassette, when they listen to it, and so on.
- The Help Yourself units in the workbook offer practical support in developing the students autonomy in learning. Once the students have done one of the units, you can return to it after a week or so and ask how many of the techniques they have used, why/why not, and so on.
- The 'do it yourself' exercises asked students to make decisions. You can increase the number of these in order to encourage the students to take more responsibility. The 'open plan' sections after the Revision and Evaluation units (CES Level 2) can also be increased in frequency.
- After the students have decided something and then carried it out, it is important to evaluate what they have done. You can discuss what they did, how it went and how they could improve it next time.
- Stress to the students that there are a number of vital tools for learning. They need to have a bilingual dictionary, a grammar, notebooks, and a cassette player.
- You can discuss with the students different ways in which they can get practice (See the Help Yourself units).
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