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Caribbean Journal of Education

Working Towards Autonomy in Second Language Acquisition: Shifting Roles and Learning by Doing at The University of the West Indies, Mona

Pages: 
66-83
Publication Date: 
February 2020
Issue: 
Abstract: 

Autonomous Learning in Foreign Language Acquisition has become an imperative in student-centered environments such as The University of the West Indies. Therefore, at The UWI we have questioned traditional and positivist roles and moved towards a constructivist philosophy in which knowledge is no longer transmitted and taught, but built up by the learner upon previously acquired knowledge (Vygotsky, 1978). However, this requires a dramatic change in the way education has been traditionally perceived, sourcing new technologies as well as more traditional methods, and a (re)accommodation of the roles previously assigned to teachers and learners.
This paper explores the way in which lecturers at The UWI overcome this educational challenge, raising not only learners’ awareness of their own learning process, but also encouraging them to enjoy it. This is achieved by directing them to cognitive and metacognitive analysis—establishing their own objectives and working patterns—creating the right context, designing well-planned, structured strategies, and significant activities with authentic materials.
 

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