Specialist approaches These include all the deliberate programs and support structures that do not form part of (although they may be linked to) regular classroom teaching, and that have the development of autonomy as one of their primary aims. Figure 1 summarises the most common of these approaches, many probably well-known to most readers, and includes references to some of they key texts for more detail.
APPROACH
INVOLVES
REFERENCES
Learner training
Specific courses or short courses where the focus is on developing skills for independent learning and raising students’ awareness of the importance of learning outside the classroom.
Such courses usually include strategy instruction and often also include general study skills, rather than language learning skills only.
Rubin & Thompson, 1994
Strategy instruction
Often offered as part of regular classroom teaching, and sometimes offered as specific classes or short courses on language learning strategies.
Macaro 2001; Oxford
1990
Self-access
Often considered the most common way of implementing autonomy: the provision of a self-access centre or on-line self-access materials usually involves making available resources for independent learning and staff support.
Sometimes self-access learning is integrated into the classroom, with the teacher working with students in the centre, and sometimes self-access is used outside classroom time, for remedial or practice purposes, either with a teacher or independently. In North America,
Writing Centres often perform a similar role.
