Question
and answer session with Dr.Terry Lamb
University of Sheffield, UK
The theme for this
conference is the power of language. Do you think independent learners are
at risk of failing to detect and use this power nowadays as they become
more focused on, say, the power of technology -- in other words, the power
of the medium which facilitates so much independent learning?'
First of all, it is important to recognise that the concept of power itself is complex. What do we mean by it? We could simply suggest that it is to do with control and influence, and that it manifests in many different ways, from the benign through to the malignant, from subtly through to blatantly, in direct ways and through complex structures, and through channels of which the actors can be greatly aware or not conscious at all. I would suggest that power permeates all of our relationships, be they personal, social, fleeting, or long-term.
My own work tends to engage with power in different ways, but always with a recognition that it exists. I have defined 'critical autonomy' as a way of learning (and teaching) in contexts where there are conflicts of interest and power-struggles (in all contexts, in other words). It involves training in self-empowerment and negotiation, in strategies for 'finding a voice'. The criticality involved is the kind of criticality found in critical theory, and involves opportunities to reflect on what is influencing our learning and teaching, and whether this is acceptable to us or not (and if not, what we can do about it).
To answer the first question then, I would say that it depends on the design of the learning processes. There is much evidence that independent learning is only independent in the sense that it is not taking place in the physical presence of the teacher. However, this does not mean that the learner is learning autonomously, with power to make positive decisions about what to learn as well as where and when to learn. This is because the system itself either does not allow decisions to be made (the software effectively replaces the teacher and tells the learner exactly what to do next), or does not educate the learner about how to make effective decisions, through development of metacognitive knowledge and strategies, for example.
The use of technology for independent learning therefore needs to have a pedagogical design which is informed by an understanding of autonomy. It should not be driven by experts in technology unless they also have an awareness of pedagogy. Often it is one or the other.
I have talked mostly about the power of learning rather than the power of language, but I would argue that we need to address the first if we are to stand a chance of developing awareness of the second. However, briefly in terms of the second, I would say that awareness of the power of language requires a pedagogical design which enables the learner to interact with others, to make (learning and linguistic) choices, to reflect on the implications of the different possible choices, and to develop critical awareness of when, how and why external or internal constraints may be exerting power, whether this is acceptable or not, and, if not, what to do about it. In terms of content, some element of critical discourse analysis would be empowering.
In an ideal
situation what kind of IL facilities would you like to see in schools?
In terms of
what should be there, I would simply summarise by saying it needs to include
as wide a range of media and resources as possible, in order to cater for
individual differences. These need to be well-organised so that young learners
can find their way around independently (use of levels of difficulty, colour-coding
for different skills etc, a listening corner, a comfortable reading corner,
adequate storage etc etc. However, I would argue that IL needs to be integrated
into classroom learning where possible, as learners need input from others
in order to learn to communicate and to sustain motivation. This would suggest
that IL facilities should be close to the classrooms, so that learners can
use them as part of the lesson. In order to provide a good range of resources,
though, they need to be shared rather than located in individual classrooms.
If I were designing a school languages centre, then, I would have a central
IL area with classrooms around it, opening onto it, providing access to
learners from all of the different lessons simultaneously.
How can IL be incorporated into educational policy at the national, regional and local levels and in what ways can educational policymakers promote the concept of independent learning and ILCs?
Increasingly, IL is being included in educational policy, though it is not always obvious that the policy is talking about IL! If we look at many European policies, for example, we find references to learning skills and strategies, to lifelong learning skills, to thinking skills, to the need to cater for individual needs, to personalised learning, to learner involvement in planning, assessing and evaluating learning etc etc. Often the policy is talking about autonomy (though not necessarily using the word itself), or is making demands which can in fact only be satisfied by developing independent learning opportunities.
The existence of such policy statements are understandable if we think about some of the purposes of education itself (at least in some contexts), i.e. to enable the individual to develop and flourish within a social context. Unfortunately, policy-makers are not always aware of the ways in which independent/autonomous learning can contribute to such educational objectives - or indeed how essential it is to provide opportunities for such learning. Policy alone, therefore, is inadequate to bring about change; we need also to encourage teachers (and learners) to understand and interpret such policy, through providing support and development time. We need to look for references to autonomy in policy statements - though it won't necessarily be obvious in the language used. Policy can thus be seen as an opportunity rather than a constraint, as it is always open to interpretation. Central policy needs to be flexible enough to allow for more locally appropriate interpretations, rather than something which is detailed and prescriptive. We should not therefore, be put off by an apparent lack of direct reference to it.
"Life-long learning"
has been a buzzword for many years, but what do governments do to promote
it?
This
depends on how life-long learning is construed by different governments.
Often it is in response to an economic agenda and the need to be a flexible
member of the workforce, and therefore linked to vocational agendas. I would
suggest that we need to see it in broader terms than that, and link it to
the need for individuals to become autonomous learners.
What advice in general would you give to EFL teachers considering embarking on a PhD, in light of > your recent PhD experiences?
I would say that you should first of all research something which will be a pleasure rather than a chore - think of yourself on Saturday afternoon and imagine what you will enjoy putting your mind to. I would also recommend that you link it to your working life, so that you are researching something that you might have to do anyway, e.g. curriculum development, motivation etc. Data collection opportunities need to be close to home so that you don't have logistical difficulties in accessing them. Thirdly, I'd urge you to protect your research time by writing it into your diary and seeing it as a commitment that you cannot escape from. This makes it easier to say no when someone wants to meet you on the few hours you've set aside to do some of your PhD work!
And, what advice in particular, would you give to those considering a PhD by distance learning?
You need to find ways of networking with other PhD students. Find out if there is a VLE, and use it. Ask your supervisor to put you in touch with his/her other research students (even if they aren't researching in the same field). Try to find ways of meeting other research students in your area (even if they are researching in a different institution), in order to provide intellectual stimulation, methodological discussion, opportunities to articulate your ideas (and to focus your question), and, most important of all, moral support.