Language Centres at a Crossroads

Autonomy in language learning is for many Language Centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for more than thirty years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably (see, among others, Kjisik, Voller, Aoki & Nakata, 2009; Chateau & Bailly, 2012; Jiménez Raya, Martos Ramos & Tassinari, 2017; Carette & Tassinari, 2019).

In 2017 and 2018 the Cercles Focus Group Autonomy worked on a survey that was circulated among Cercles Language Centres, in order to find out to what extent autonomy is part of the language curriculum. Approximately one fifth of them answered the questionnaire, representing eighteen different countries. The results of this survey show that autonomous learning schemes are provided in various Centres in form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably.

In this presentation we will illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we will briefly discuss the results of some interviews conducted after the survey with stakeholders at different Language Centres. Some questions and recommendations for the future will conclude the presentation.

L'autonomie d'apprentissage en langues est pour de nombreux centres de langues un objectif. Cependant, la compréhension de ce qu'est l'autonomie et sa mise en œuvre varient considérablement.

Le Focus Group de Cercles sur l'Autonomie a réalisé en 2017 et 2018 une enquête auprès des centres de langues afin de déterminer dans quelle mesure l'autonomie est intégrée aux programmes pédagogiques. Les résultats montrent que des programmes d'apprentissage autonome sont proposés dans différents centres sous forme de modalités d'apprentissage des langues en libre accès, d'apprentissage mixte, de conseil comme soutien à l'apprentissage indépendant et coopératif, de tutorat et d'apprentissage en tandem.

Dans cette présentation, nous illustrerons les résultats de l'enquête et mènerons une réflexion critique sur les questions abordées. En outre, nous discuterons brièvement des résultats d'entretiens menés après l'enquête dans différents centres de langues. Des questions et recommandations pour le futur concluront la présentation.

References:

• Carette, E., & Tassinari, M.G. (Eds.) (2019). Enhancing autonomy in self-access language centres: Experiences, reflections, new directions. Développer l'autonomie dans les centres de langues en libre accès : expériences, réflexions, nouvelles orientations. Mélanges CRAPEL, 40(1). http://www.atilf.fr/spip.php?rubrique660
• Chateau, A., & Bailly, S. (2012). Autonomie d'apprentissage de langues en CRL : voie unique ou chemins multiples ? Les Langues Modernes, 3/2012 L'autonomie en langues : processus et dispositifs d'apprentissage.
• Jiménez Raya, M. Martos Ramos, J.-J., & Tassinari, M.G. (Eds.) (2017). Learner and teacher autonomy: Perspectives from modern language teaching. Frankfurt am Main: Peter Lang.
• Kjisik, F., Voller, P., Aoki, N., & Nakata, Y. (Eds.) (2009). Mapping the terrain of learner autonomy: Learning environments, learning communities and identities. Tampere: Tampere University Press.

Coordinator of the Cercles Focus Group on autonomy and Secretary General of Cercles, Anne Chateau has been a senior lecturer in English at the University of Lorraine, France for more than 10 years. Her research interests are the development of empowerment in self-directed language learning, the design of hybrid learning systems, the use of new technologies for self-directed language learning, and English for specialists in other disciplines. She recently piloted the development of a digital platform for self-directed language learning called EDOlang.

Maria Giovanna Tassinari is Director of the Centre for Independent Language Learning at the Language Centre of the Freie Universität Berlin, Germany. In her PhD she developed a dynamic model for self-assessment and reflection for autonomy. Besides learner autonomy, her research interests are language advising, informal learning, and emotions and feelings in autonomous language learning. She is in the advisory board of the Research Institute for Learner Autonomy Education (RILAE) and committee member of LASIG, IATEFL. She is co-editor of several books and author of articles and chapters in German, English and French.