| Role of Teachers in ILLCs |
Main Points:
Independent Language Learning does not necessarily mean teacher-less learning. The teacher is a language learning resource for learners, and for many learners may be the preferred resource. Farmer and Sweeney (1994: 138) say that 84% of surveyed second-year students at HKPU perceive the need for some teacher guidance in a self-access context. Thus the availability of a teaching professional, whether he or she is called a ‘teacher’, ‘facilitator’, ‘counsellor’ or ‘tutor’, is important for users of the CILL Internet site, and is available by e-mail. However, the CILL site tries to answer many of the questions learners may have about CILL and Independent Language Learning in the list of Frequently-asked Questions and in the pages on learner training. This section looks at the role of teachers in independent language learning and how this can be applied to the CILL Internet site. It also looks at another benefit of independent language learning centres having Internet sites, which is the support independent language learning specialists get from them.
Pierson (1996: 58) says it is a paradox that "the teacher, and only the teacher, leads the learner to freedom and autonomy." Holec (1981: 25 - 26) says that the most prevalent teaching situation "will be that of learners who are not yet autonomous but are involved in the process of acquiring the ability to assume responsibility for their learning." He sets out three types of information that the independent language teachers should provide for students. Firstly, information on various language competences used in authentic English communication to help the students set their objectives and evaluate their progress. Secondly, information on how to learn languages to help the students with their learning strategies. Thirdly, information on resources that students can use in their learning, such as CILL’s learning pathways.
Farmer, Richard & Sweeney, Elaine (1994) Self-access in Hong Kong: A square peg in a round hole? Occasional Papers in Language Teaching 4 (ELT Unit: Chinese University of Hong Kong), pp. 24-30.
Holec, Henri (1981) Autonomy in Foreign Language Learning Oxford: Pergamon
Pierson, Herbert D. (1996) Learner Culture and learner autonomy in the Hong Kong Chinese Context. In Pemberton, Richard; et al.(1996) Taking Control: Autonomy in Language Learning Hong Kong, Hong Kong University Press, 49 - 58