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Learner autonomy – teacher autonomy

Interrelating and the will to empower
  • William La Ganza
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Learner and Teacher Autonomy
This chapter is in the book Learner and Teacher Autonomy

Abstract

This paper aims to explore the constructs of learner autonomy and teacher autonomy in the context of classroom-based language teaching: particularly, interrelational considerations that might inform pedagogical decisions. The concept of interrelating – implying affective engagement and connection where the term interacting does not – is central to the present paper’s focus on the interpersonal dynamics of the teacher-learner context, especially in so far as these dynamics might influence a learner’s capacity to be autonomous. In defining learner autonomy and related terms, the paper presents theory emerging from the author’s recent research into teachers’ and learners’ perceptions of learner autonomy and the teacher-learner relationship, which conceives of the traditional teaching-learning context as a Dynamic Interrelational Space. It is argued that developing a learner’s capacity to be autonomous is meaningful only in terms of interrelational dynamics: i.e., that learner autonomy depends upon the capacity of the learner and the teacher to generate and maintain a particular interrelational climate defined in terms of influence or restraint from influence. Factors that might precipitate the breakdown of the teacher-learner relationship, and thus the educative quality of the learning process, are discussed. The paper reviews the implications of the Dynamic Interrelational Space for both the learner’s and teacher’s creating an interrelational climate conducive to the development and maintenance of learner autonomy, and for the teacher’s seeking to generate an interrelational climate conducive to his or her autonomy as a teacher within institutional and bureaucratic constraints. The author’s research shows that, similarly to teachers and learners, teachers and their course coordinators or directors create interrelational climates that are also characterized by changing tensions involving influence and restraint from influence. An appreciation of these dynamics, and of the capacities that appear to underpin the will to empower, can help teachers in ensuring both their learners’ autonomy and their own.

Abstract

This paper aims to explore the constructs of learner autonomy and teacher autonomy in the context of classroom-based language teaching: particularly, interrelational considerations that might inform pedagogical decisions. The concept of interrelating – implying affective engagement and connection where the term interacting does not – is central to the present paper’s focus on the interpersonal dynamics of the teacher-learner context, especially in so far as these dynamics might influence a learner’s capacity to be autonomous. In defining learner autonomy and related terms, the paper presents theory emerging from the author’s recent research into teachers’ and learners’ perceptions of learner autonomy and the teacher-learner relationship, which conceives of the traditional teaching-learning context as a Dynamic Interrelational Space. It is argued that developing a learner’s capacity to be autonomous is meaningful only in terms of interrelational dynamics: i.e., that learner autonomy depends upon the capacity of the learner and the teacher to generate and maintain a particular interrelational climate defined in terms of influence or restraint from influence. Factors that might precipitate the breakdown of the teacher-learner relationship, and thus the educative quality of the learning process, are discussed. The paper reviews the implications of the Dynamic Interrelational Space for both the learner’s and teacher’s creating an interrelational climate conducive to the development and maintenance of learner autonomy, and for the teacher’s seeking to generate an interrelational climate conducive to his or her autonomy as a teacher within institutional and bureaucratic constraints. The author’s research shows that, similarly to teachers and learners, teachers and their course coordinators or directors create interrelational climates that are also characterized by changing tensions involving influence and restraint from influence. An appreciation of these dynamics, and of the capacities that appear to underpin the will to empower, can help teachers in ensuring both their learners’ autonomy and their own.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
https://doi.org/10.1075/aals.1.08la

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
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