A RESPONSE TO “AUTONOMY IN THE TRANSITION FROM FLL TO FLT” (Benson & Huang, 2008)
AUTONOMY IN THE TRANSITION FROM FOREIGN LANGUAGE LEARNING TO FOREIGN LANGUAGE TEACHING
Phan Vu Binh Minh - Dip12A27
Ho Chi Minh City Open University
Abstract
The below critique gives some comments on the journal of Benson & Huang (2008): “autonomy in the transition from foreign language learning and foreign language teaching”. Three major phases in the journal, teacher roles in autonomous learning project, teacher autonomy as a professional attribute and teacher autonomy as professional freedom are summed up and given comments. Next, the problem – there are not many English as foreign language (EFL) lecturers have teacher autonomy – is analyzed. Three main objective reasons are discussed in the reflection are the lecturers are not well-supported to experiment variable teaching approaches; they are bound with the framework of their universities or colleges; and they do not have many chances to study higher. Finally, some suggestions are also mentioned in the discussion.
Key – words: teacher autonomy, professional development, professional freedom.
Introduction
As far back as thirty years ago, whenever people heard the word “autonomy”, they would immediately think of learner autonomy. However, since ten years ago, educators have thought of the autonomy of not only the learners but also teachers. Mentioning about it, we cannot deny the success of Phil Benson, one of the greatest authors about autonomy, in synthesizing and clarifying the term teacher autonomy. He has a lot of books and journals about this matter, e.g.: Learner Autonomy, Teacher Autonomy: Future Directions (2000), Teaching and Researching Autonomy in Language Learning (2001), Practical English Language Teaching (2003), etc. (Autonomy and Language learning : mainting control, 2008). One of the best journals of him is “autonomy in the transition from foreign language learning to foreign language teaching”. In the
Phan Vu Binh Minh - Dip12A27
Ho Chi Minh City Open University
Abstract
The below critique gives some comments on the journal of Benson & Huang (2008): “autonomy in the transition from foreign language learning and foreign language teaching”. Three major phases in the journal, teacher roles in autonomous learning project, teacher autonomy as a professional attribute and teacher autonomy as professional freedom are summed up and given comments. Next, the problem – there are not many English as foreign language (EFL) lecturers have teacher autonomy – is analyzed. Three main objective reasons are discussed in the reflection are the lecturers are not well-supported to experiment variable teaching approaches; they are bound with the framework of their universities or colleges; and they do not have many chances to study higher. Finally, some suggestions are also mentioned in the discussion.
Key – words: teacher autonomy, professional development, professional freedom.
Introduction
As far back as thirty years ago, whenever people heard the word “autonomy”, they would immediately think of learner autonomy. However, since ten years ago, educators have thought of the autonomy of not only the learners but also teachers. Mentioning about it, we cannot deny the success of Phil Benson, one of the greatest authors about autonomy, in synthesizing and clarifying the term teacher autonomy. He has a lot of books and journals about this matter, e.g.: Learner Autonomy, Teacher Autonomy: Future Directions (2000), Teaching and Researching Autonomy in Language Learning (2001), Practical English Language Teaching (2003), etc. (Autonomy and Language learning : mainting control, 2008). One of the best journals of him is “autonomy in the transition from foreign language learning to foreign language teaching”. In the
Cited: in Benson, P., & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. D.E.L.T.A , 421-439.) Breen, M.P British Council (2010). Dạy lớp đông học sinh . Retrieved March 14th, 2013, from Teaching English in Vietnam: http://www.teachingenglish.edu.vn/vi-VN/Kinh-nghiem-giang-day/Trung-hoc/Day-lop-dong-hoc-sinh.html Crabbe, D Chuk, J. &. (n.d.). Promoting autonomy by employing pedagogical strategies in the language classroom . Retrieved February 28, 2013, from The autonomy project site: http://www.learner-autonomy.org/Home.html Chuk, Y.-P Ho Chi Minh City Open University (2012). thông báo kết quả tuyển sinh cao học năm 2012. Retrieved March 3rd, 2013 from HCMC Open University: http://www.ou.edu.vn/Pages/Thong-Bao-Ket-Qua-Tuyen-Sinh-Cao-Hoc-2012-.aspx Language Centre of HKUST (2003)