Encouraging Critical Collaborative Autonomy

Page No.: 
228
Writer(s): 
Tim Murphey, Nanzan University; George M.Jacobs, SEAMED Regional Language Centre

In this theory-building review essay, we advocate that second language teachers
encourage their students to act critically, cooperatively, and autonomously. We
discuss the three components of critical collaborative autonomy, explain why
these components fit together, and present ideas for promoting their interaction
and development. Being autonomous does not necessarily mean learning in
isolation, but rather having the ability to metacognitively and critically make
decisions as to the means one uses to learn and develop. It is our contention
that students learn autonomy more quickly through guided cooperative learning
in which they collaborate with peers to find and create their autonomous and
critical voices. The incremental assuming of control of one's language learning
within a community not only accelerates acquisition but changes group and
individual personalities. While we focus principally on this process in second
language acquisition, we also briefly address the wider SOCiocultural, political,
and philosophical nature of such effort.

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