SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

The reader will have noticed the resemblance of this quotation with the self-
direction scheme put forward in this study. Making decisions (when planning and
evaluating but also within psycholinguistic processes as noticing and structuring, p.212,
222), being aware of choices (such as the proposed psycholinguistic context, p. 234),
contributing to the activity (as when participating in group discussions, section 7.1.4, p.
205, or designing their own study plans and activities 7.2.2, p. 212) and realising that
new relationships develop among their thoughts (like K suggesting a process of
restructuration, section 7.2.3.2, p. 226), their attitudes (in favour or against the SAC, the
counsellor, the teacher, the Mexican student, etc., sections 6.1 and 6.2) and many other
instances illustrate the way learners can become “emotionally ‘involved’ and mentally
stimulated” (ibid).

How is this authenticity achieved? According to van Lier, authenticity depends
on free choice and expression:

An action is authentic when it realises a free choice and is an expression
of what a person genuinely feels and believes. An authentic action is
intrinsically motivated (italics in the original, 1996, 13).

In van Li er’s scheme, as I said before (p. 103), authenticity is intrinsically related
to two other concepts that are the core of the development of this study: autonomy and
awareness.

Likewise, in my own elaboration of the definition of the concept of autonomy
(section 4.3, p.101) the reader will remember, I used the term authenticity to analyse the
three dimensions of autonomy (universal, cultural and individual). Within this context,
and taking into account the findings of the empirical research (Chapters 6 and 7), I think
that an authentic interaction in self-direction can be achieved when we counsellors get to
know the students as persons and as learners (taking into account their learning styles:
independent, guided or assisted, section 6.2.4, p. 173). So it is not a matter only of the
learner asking who am I? and who am I becoming? but of the counsellor getting to know
who are you? and Who are you becoming?

8.1.2.2.2 Legitimacy

Legitimacy refers to social meaning and implies the connection between
participation and transcendence. That is to say, it responds to the ‘who I become from my
interaction with others and the rules that underlie that interaction According to Thelen,
legitimacy deals with

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