A RETROSPECTIVE OF LEARNER AUTONOMY IN LANGUAGE

LEARNING THROUGH SELF-ACCESS IN BRAZIL

Christine NICOLAIDES
Universidade Federal do Rio Grande do Sul
Vera FERNANDES

Abstract: It was not until 1993, when Leslie Dickinson came to the XII ENPULI, Porto
Alegre, Brazil, that most language teachers heard for the first time about Autonomy in
Language Learning. Since then, some scholars have studied the issue and proposed
different ways to introduce autonomy, especially through self-access language learning
in the Brazilian Educational System. Unfortunately, not much has progressed in the
area, and although lots of professionals have been talking about it, a real connection
with practice is still missing. This talk will describe some of the experiences of what has
been done in Brazil and reflect over the perspectives in the field in a near future.
Key words: autonomy; self-access Brazilian Educational scenario.

Introduction

This paper is presented in four main parts. The first one defines autonomy and
self-instruction, according to the authors’ views. The second part brings an overview of
the history of autonomy in language learning in Brazil, through the description of a few
research projects. These represent some of the first attempts towards the introduction of
the topic in the language learning setting.
The second part of this article shows what the Brazilian Educational Law shows
us in terms of Autonomy Learner. The third one deals with future perspectives in the
autonomy issue, not only in terms of new conceptions but also in practical terms.

1. Defining autonomy and self-instruction

Before defining autonomy it is necessary to explain how we see the term self-
instruction. According to (1987:11) Dickinson self-instruction refers to “situations in
which the learner is working without the direct control of the teacher”. Therefore, self-
instruction does not necessarily mean autonomy development. Autonomy is a wider
concept which can be developed through different paths according to learners’ needs,
styles and context in which he is inserted in and which involves a reflection over one’s
own beliefs and responsibility over learning. This is an interesting point to be brought
up since we can find lots of examples of self-access centers or independent learning
centers which are sometimes quite sophisticated in terms of technology but do not
necessarily aim its learners’ autonomy development. If we do not pay attention to this
fact, we are just repeating the models of the former language labs where the main
objectives were items like aiming to improve intonation or pronunciation close to a
native speaker’s and so on. In other words, much more emphasizes on form than
meaning.
So, in order to be autonomous the learner should be able to take charge over his
own learning, he ideally needs to (Nicolaides 2003):

know how to define his aims;

understand his role as a learner responsible to the process of search and
acquisition of his own knowledge;

be able to define ways to search for his knowledge developing abilities and
skills to work independently in contexts different from the academic one;

be able to detect his difficulties and look for solutions to be implemented and
having greater control of his own learning;

be able to self-evaluation, not only at the end, but during the learning
process;

develop the capacity to exercise autonomy as a learner in the opportunities
offered by the context in a responsible way, and, therefore, become aware of
his role as a modifier of his own social environment in which he is inserted
in.
Fernandes (2005) highlights points about teacher autonomy stating that:

teacher autonomy is different from the learner’s;

teachers face more external pressures;

being a teacher implies more exploration of choices and alternatives;

teacher autonomy involves not only linguistic competence, but also a
didactic and pedagogical one.

2. Brief history of autonomy in language learning in Brazil

2.1. Autonomy in language learning pops up in Brazil

Learner autonomy in language learning has been discussed for some time now.
Lots of conceptions have been proposed and different theories try to justify and explain
it. In Brazil, it was not until 1993 that most Brazilian English teachers heard about this
subject for the first time. It was when Leslie Dickinson, during ENPULI1, talked about
Autonomy in the field, some principles and how it could be implemented.
Also, at about the same time, Brazilian researchers as Menezes de Souza and
Grigoletto (1994), showed concern about decreasing the gap between state high school
and university through a project that aimed to prepare teachers to investigate their own
future pedagogical practice with a certain degree of autonomy.

a. Self-instruction experiments in language learning

Collaborating to the development of self-instruction in Language Learning in

Brazil, Fernandes (1996) wrote her MA dissertation observing how learners reacted
towards self-instruction materials. This research involved testing different abilities in
different groups. The study indicated that the group which had focused on oral
comprehension and production had a better linguistic development. Nevertheless, this
difference, according to the author, could also have happened due to non-linguistic

1
Encontro Nacional de Professores Universitários de Língua Inglesa – UFRGS, Porto Alegre, 1993.

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factors as family income, resources availability which provided learners with better
quantity and quality of linguistic input than the other groups.

b. Self-access centers in Brazil

Fernandes’ work suggested the creation of CAAL – Centro de Aprendizagem

Autônoma de Línguas at Catholic University of Pelotas – RS, Brazil (1998 - 2005). This
center had as a main concern the development of autonomy of language learners, having
had the objective to expose students to a large quantity of quality input, so that they
could develop linguist competence in English and Spanish through autonomous
learning. It did not take long so that the researchers could realize that self-instruction
itself was not enough to help students become more autonomous. This perception
actually corroborates what Benson (2001:134) states about self-instruction:

“… the research evidence suggests that the opportunity to direct one’s own learning does not in
itself lead to greater autonomy or better language learning. Indeed, it seems likely that success in
resource-based language learning presupposes that the learner already possesses some of the
skills associated with autonomy.”

This led the researchers, who were responsible for CAAL, through different
paths so as to achieve their main goal. These paths have varied from pre-made sets of
activities designed to give students opportunity to improve their linguistic competence
while working on their own, to autonomous projects whose development students were
basically responsible for. Despite of all these different ways of stimulating autonomy
through self-instruction, it is clear, nowadays, the importance of growing a deeper
relationship with learners, while instigating them to reflect over their own beliefs and
attitudes towards learning, and guiding them throughout the process of developing
learning autonomy.
Basically, this could be done by offering counseling service, assistance through
tutors at the Center, application and discussion of tests (learning styles and strategy use
etc), meeting with the teachers and so forth.
It is important to say that in this project, the philosophy of becoming
independent learners had reached only part of the students. Nevertheless, data showed
strong reasons to invest in this new approach. Future analyses revealed students more
prone to both learn autonomously and teach through ways which allow their own
students to exercise autonomy (Nicolaides & Fernandes, 2002).
At about the same time, Domiciano (1996) idealized the CAA – Centro de Auto-
Acesso – at the State University of Londrina, Paraná. It is a place where students can go
to study individually, to get support for foreign language learning (English, Spanish and
French). Speaking and listening are the abilities which have priority. Also, the
development of reading and writing is possible. Several articles have been produced
(Alves, Câmara e Taillefer, 2005; Domiciano 2003; Correa & Machado, 2001; Costa e
Costa, 2003 and others).
Since 2004, another project, called “Caminhos da Autonomia na Aprendizagem
de Línguas Estrangeiras, coordinated by Professor Dr. Walkyria Magno e Silva, has
been developed with Language students, from the Universidade Federal do Pará. This
project comprises the Base de Apoio ao Aprendizado Autônomo – a safe space for the
investigation of difficulties, and negotiation of individualized study actions, which aim
to develop student autonomy. The difficulties’ investigation phases encircles the

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student’s perception about his own learning process, his preferred styles, and the
identification of the strategies he already uses. From then on, learning contracts are
negotiated between tutor and student, exploring the available material, to help the
student to learn more and better.

c. Autonomy in future language teachers

Based on the research project at CAAL, Nicolaides (2003) revealed, through her
PhD thesis on autonomy development of future language teachers, how the process of
autonomy development occurred with three undergraduate students, future English
teachers. Data were generated in a whole school semester during: “counseling
meetings” at CAAL, at Catholic University of Pelotas; observation and video recording
of some English classes in which these students took part; viewing sessions of the
classes recorded with the participants, and also a diary, written by the researcher herself,
with impressions that were registered about the students’ process during this time.
Results from this research have shown that some beliefs and attitudes are
possible to be changed if learners are willing to and if appropriate opportunities are
given to them. So as to verify whether a learner is autonomous or not it is necessary to
consider which concept of autonomy we are dealing with, and also to take into account
that autonomy may happen in different areas, times and levels depending on a complex
net of factors such as personal profile, cultural matters and beliefs formed along
schooling years. This variation makes learners set imaginary territories in which,
according to where they are, they exercise more or less autonomy. The results have
pedagogical implications especially because it urges the opening for new spaces in the
educational scenario. This way, through a profound reflection and discussion, the roles
of its participants can be redefined and figured out how the learner can, in practical
terms, become more responsible for the search of his knowledge.
Another researcher, Sprenger (2004) brought her contribution to the matter. The
focus of her work was on the analysis of four teacher-students’ process of autonomy
development in an on-line course. Her second objective was to verify how the critical
and reflective dialogue, essential in the development of autonomy, takes shape in on-
line environment.
The author found out evidence of autonomy in the teacher-students’ actions as
well as the possibilities of the digital environment in the construction of critical and
reflective dialogue.
A very innovative view of autonomy was presented by Menezes (2006), in
Brazil, who after reviewing some concepts of autonomy in second language acquisition
literature discussed the construct in the light of the chaos theory and advocated that
autonomy is a complex system. In order to present empirical evidence for such
assumption, a corpus of 80 language learning histories, collected in Brazil, was
examined and some examples were provided.
Finally, in 2005, Fernandes developed a research, which had the objective of
analyzing how the participants (in-service students from the Language Course of the
Catholic University of Pelotas – RS, majoring in English) perceived autonomy in
learning a FL.
Having ethnographic principles as basis, the data analysis report how these
learners perceive student’s and teacher’s role in the classroom, how they evaluate their
performance as students, during their graduation course and the instructional system. It

773
also examined the way the participants faced the constrictions they find in their
classroom, how they evaluated themselves and which experiences they consider positive
or negative to their formation as teachers. It stated the divergences and similarities
between their discourse and their practice, focusing on the relations that existed between
the praxis and their theoretical knowledge of Applied Linguistics and pointed out some
changes in attitudes and beliefs that happened during the process of data generation.
The results showed that every participant thought their performance during the
course could have been better; everyone reacted to the constrictions they had to face and
tried to overcome them. They all said they had positive experiences that helped them
become more competent teachers. They established a meaningful relation between the
theoretical knowledge from Applied Linguistics and their classrooms. It was observed
that only two of the participants changed their attitudes and/or beliefs.

3. Brazilian legislation about autonomy in language learning

Brazilian Educational law is also collaborative in terms of autonomy in

education. The Leis de Diretrizes e Bases2 - Lei 9.394, December 20, 1996 specifically
within the purpose of Diretrizes Curriculares do Curso de Letras, written by the
Secretaria de Educação Superior do MEC, Comissão de Especialistas de Ensino e Letras
(Portaria SESu/Mec nº 146, de March, 03, 1998 - Brasília, March 17, 1999),
homologated in July 7, 2001, and published at Diário Oficial, page 29, highlights
autonomy as a priority during undergraduate courses for language teachers:

A área de Letras, abrigada nas ciências humanas, põe em relevo a relação dialética entre o
pragmatismo da sociedade moderna e o cultivo dos valores humanistas.
Decorre daí que os cursos de graduação em Letras deverão ter estruturas flexíveis que:
• ...facultem ao profissional a ser formado opções de conhecimento e de atuação no
mercado de trabalho;
• ...dêem prioridade à abordagem pedagógica centrada no desenvolvimento da autonomia
do aluno;...
• propiciem o exercício da autonomia universitária, ficando a cargo da Instituição de
Ensino Superior definições como perfil profissional, carga horária, atividades curriculares
básicas, complementares e de estágio.

On the Parâmetros Curriculares Nacionais de Língua Estrangeira (PCN),

which discourse preaches expressions as “importance of giving voices to students”,
autonomy conception is frequently shown and the concern starts being, for example, the
possibility the learner has to take more turns while speaking and , specially, the
fomentation of a learning sociocultural view3 in foreign language learning.

2
The Leis de Diretrizes e Bases (LDB), as the Parâmetros Curriculares Nacionais (PCN), can be consulted at
www.mec.gov.br.
3
What underlies this view is the understanding of sociointeractional nature of learning. In other words, it is
assumed that learning is a way of being in the social world with someone, in a certain historical, cultural and
institutional context This way, knowledge happens through the interaction between a learner and a more
competent partner (teacher or classmate) while solving tasks of construction or meaning/knowledge to which
these learners face. According to the Foreign Language PCN (page 58), “statements of a more
competent partner help in the construction of meaning, and, therefore help in the use of language
learning itself, that is, learning as a social co-participation.

774
 On the PCN, autonomy is considered not only a capacity to be developed by
students but also a general teaching principle to guide pedagogical practices:

...uma opção metodológica que considera a atuação do aluno na construção de seus próprios
conhecimentos, valoriza suas experiência, seus conhecimentos prévios e a interação
professor-aluno e aluno-aluno, buscando essencialmente a passagem progressiva de
situações em que o aluno é dirigido por outrem a situações dirigidas pelo próprio aluno.
(1997:94)

As it can be seen, Brazilian law is very clear when it comes to learner autonomy
development. It is true, though, that neither the LDB, nor the PCN bring insights on
how to put it into practice. Also, unfortunately most teachers do not have access to the
law in a way they can really discuss and reflect over it.

4. Autonomy Language Learning in Brazilian Education Scenario: a great

commitment to be undertaken

When it comes to implementing autonomy (through self-instruction or not)

many obstacles come up: lack of resources (human and technological), non-favoring
political issues within the educational institutions and so on. But a relevant one is
cultural background. People resist changing beliefs and attitudes towards an approach
with more personal involvement and responsibility.
This fact generated lots of studies and one of the findings among them had to do
with not being able to explain why a learner may behave differently depending on the
context he is inserted in (Nicolaides, 2003). For example, he may be autonomous in one
situation and not in other one. A possibility to explain this paradox is through Norton’s
(1995) multiple identity conception. For her, language is not conceived as a neutral
means of communication but it is understood as a reference to its social significance.
While speaking, learners are constantly organizing and reorganizing their identities, and
how they relate to the world – they are permanently constructing and negotiating their
identities.
Another argument able to explain learners behaving differently (autonomously
or not) is the conception of safe houses. Canagarajah (2004) defines safe houses as
hidden spaces in the classroom (or out of it) through which learners negotiate their
identities. These spaces are so called because they are free of authority surveillance
(parents and teachers), and they are considered non-official (written messages, phone
messages, the canteen, the library etc). That phenomenon can influence learners to
behave differently depending on the context they are inserted in.
So both authors’ views open a new horizon in which learners should not simply
be labeled as autonomous or not. It is necessary to observe them in different contexts
and verify what really leads them to behave differently. This idea has also to do with the
fact that Norton (1997) views power relations role as central in second language
acquisition. Students tend to be framed into this or that category (extrovert or
introverted, motivated, unmotivated etc), putting aside the fact that these notions are
socially constructed in terms of power. This relation might explain why a learner may
behave in a non-autonomous way, in a particular context, for feeling inferior to the rest
of the group, for example, while in another context, he might behave differently.

775
 Having these conceptions in mind, while trying to introduce autonomy in
language learning it might be easier to understand how the process happens. This way,
autonomy should not be a simple stage or target to be reached, but a condition which
can be acquired or not, shown or not in different contexts. So, what we propose here, at
least in terms of Brazilian educational setting, is a real, profound and continuous
opportunity to get all involved in learning (teacher, students, educational policy makers
and so on) rethink their roles and responsibilities and, specially, power relations
involved in this complex system.
One field that has been catching lots of scholars’ attention is Distance Education.
In Brazil, we could say it is still giving its first steps. But most important of all is that
we can already notice a concern with new paradigms. Autonomous learning and non-
linearity on contents acquisition are some of these concepts. As an example, we can
mention Universidade do Rio Grande do Sul, which under the coordination of Eunice
Polonia, is developing the PROLIC project (projeto de Licenciatura a Distância) in the
teaching of the English language. The aim is to attend teachers who are already acting in
state schools as English instructors, but have not taken a graduation course in the area
they are working at.
Basic principles of the projects are Bakhtin’s concept of language and the
Vygotskian view of learning.
Briefly, for Bakhtin (2004) language is a field of struggles among social powers,
which meanings are being (re)constructed in an intense dialogue, historical and dialogic.
This process results in a true diversity and constant diversification of the language, not
only dialogic, but also social in pedagogical practices.
For Vygotsky (1986), who advocates a socio-historical perspective of language,
language is seen as a sine qua non condition so that superior psychological processes
(like attention, memory, social activities regulation, and others) can be manifested. In
other words, language is a symbolic tool through which, in school, learning stimulates
development.
This way, if Distance Education keeps spreading under these conceptions, due to
its peculiarities (limitations and advantages) we may be entering new times in terms of
education, when teachers and learners will change the language learning scenario with
new beliefs, attitudes and responsibilities.
In sum, autonomy in language learning in Brazil can be perceived through
different, small and timid projects and also in an explicit way through educational laws.
It seems as educators some of us have already awaken and realized the relevance of
introducing autonomy not only through conceptions, but in terms of practice. Some
important philosophical issues have emerged, but a gap with practice can be easily
detected. It will still take some time so that society recognizes the real importance of the
theme to new times. People in general have never had so much access to information
and if they are not stimulated to develop autonomy they will not be able to assess what
can be considered proper for their reality.
To finish we will leave Maciel’s (2000:17) words on autonomy:

In sum, the exercise of autonomy involves a permanent activity of observation of the acts
and of the facts, a continuous movement of individual social and individual self-
transformation. Autonomy affirms itself when the subject has the freedom to ask questions
about himself, about the other, about the meanings involved in the information, or in the
scientific, artistic and philosophical knowledge, and looks for transforming what is adverse
in the social reality. The condition to autonomy development resides precisely in the explicit

776
 and lucid self-institution of society, which involves a system of reflexivity and in assuming
and sharing social responsibilities. In this perspective, autonomy becomes, at the same time,
the end and the means.

According to Maciel, because the pedagogical project is under the sign of simple
reproduction, the teacher is sometimes unconscious of his theoretical-methodological
option, and therefore, in most cases, he assumes the position of a transmission agent.
When this happens he places his student in a passive role, reproducing the response
models or patterns, considered ‘right’, and/or adequate, as being a unique and an eternal
truth. The author still emphasizes that if we want to have professionals and citizens
acting autonomously, in an ethical and creative way, besides other aspects, it urges to
develop political and ethical positions that aim to transform human relations in everyday
life, and still help the rethinking of the social and educational space. Under the same
focus, the process of teacher formation. should be revisited, in an attempt to rescue the
teacher’s role as producer, carrier of a political-pedagogical knowledge, and transformer
of his own practice, starting from an analytical, reflexive and investigative attitude of
the social and professional reality. To exert social responsibility for the creation of the
human, the teacher must look at the social and professional reality as a problem, in an
attempt to make this analysis under a social-historical viewpoint4.
In order to develop this wider view, he ought to be backed up by a solid
theoretical referential, in his praxis, and at the same time, look for the support of several
school subjects and, go beyond their frontiers, establishing bridges among the several
knowledge. At this point, he would be searching for the overview that proposes the
recognition of the existence of different levels of reality, and of logic. It is coming
closer to every subject, without establishing among them a relation of dominance, and
so exceeding a simplified vision of the phenomena of the natural and social world.

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