Sharing the Power: Facilitating Learner Independence in the Adult ESL Classroom

Research in second language learning suggests that "good" language learners are actively and deliberately involved in the process of their own learning (Stem (1975), Rubin (1975), Naiman et al. (1978». According to Stem (1975), good language learners adopt an attitude of personal responsibility for their learning; they are aware of their own capacity to learn apart from the teacher and the classroom context. As teachers of adults most of us are committed in principle to the notion of learner independence and responsibility. However on a practical level, in the day to day activities of our ESL classroom, we are often confronted with dependent, passive, sometimes even resistant learners who are only too willing to let us assume total responsibility for managing their learning. Given this reality, we may find ourselves functioning as a non-authori­ tarian but otherwise traditional teacher. We continue to be the initiators of classroom activity, the primary motivators, the chief sources of informa­ tion; in short, the "experts" to be relied upon and deferred to. Breaking the cycle of learner dependence and passivity in our classrooms may require a reexamination of our own understanding and commitment to the concept of learner autonomy, and a willingness to consider ways of "shar­ ing the power". The fundamental principle which underlies the notion of learner autonomy is that learners who take charge of their own learning are not only more efficient, but ultimately more successful in the learning task (Knowles, 1975; 14). In the area of second language learning the benefits of increased learner involvement in classroom management and decision making have been documented and discussed (Littlejohn (1983), Allwright (1979), Holec (1979». When learners are invited to participate in decisions about what is to be learned in the classroom and how it is to be learned, a different classroom atmosphere results, an atmosphere that is purposeful, highly motivating, and in the experience of Littlejohn (1983), more con­ ducive to 'deeper' or 'receptive' learning. Learners who are less dependent on the teachers as the single source of language learning are pushed to develop new skills in learning how to learn; they are challenged to reflect upon their own learning strengths and weaknesses and to discover the wide variety of learning resources and opportunities which exist outside of the classroom context. As learners become more critical, more aware of their