Over two decades ago, Allwright (1984, 1988, 1990) proposed learner autonomy as a radical departure from traditional pedagogy, challenging the conventional classroom structure. By 2009, autonomy had become a fundamental aspect of mainstream language teaching and learning, as emphasised by Benson (2009). However, academic debate continues, as indicated by Chateau and Tassinari (2021), who question whether autonomy in language learning is implemented in language classrooms despite being an educational ideal in 18 countries surveyed. The case study explored in this article involved a South African subject-specific English language support intervention aiming to facilitate autonomy in learning to master the language in the context of an anatomy and physiology descriptive report, which content lecturers expected nursing students to complete on their own. Examining the implementation of autonomous learning in his targeted setting, the case study sought an understanding of how learners could autonomously engage with language learning within the framework of specific academic subjects. This exploration was situated within the broader evolution of language education, shedding light on practical implications and the effectiveness of fostering autonomy in subject-specific language acquisition.

Authors:
Maureen Klos, Nelson Mandela University, South Africa

About the Presenter(s)
Dr Maureen Klos is a University Postdoctoral Fellow or Instructor at Nelson Mandela University in South Africa

See this presentation on the full schedule – Sunday Schedule

Bookmark