SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

As the reader can see, on the one hand, some of these aspects were, in the former
scheme, i.e., the classroom, the responsibility of the teacher, while, on the other hand,
other aspects (as the interaction leamer∕counsellor) belong to a completely new genre for
both parties. It is evident that underlying this problem there is an
authoritative∕authoritarian issue (partners have agreed on authoritarian aspects -calling
for attendance, giving exams- but are not so sure about authoritative elements -content
and material matters-), and hence, a difficult decision must be made. Moreover, it also
depends on individual factors (self-directed learning styles, section 6.2.4, p. 173).
Nevertheless, it is still an ambiguous situation. Perhaps the norm here would be to make
decisions according to the specific situation and the specific learner involved.

I also believe that we (learners and educators) need to change our idea (and
attitude and behaviour) about group work in two senses. First, we need to have the
possibility to work in more co-operative than competitive atmospheres. Second, we need
to understand that self-direction does not necessarily mean “working alone”. As Little
states,

in formal educational contexts...learning can proceed only via interaction,
so that the freedoms by which we recognize learner autonomy are
always constrained by the learner’s dependence on the support and
cooperation of others. (Little, 1996c, 204)

As I see it, the introduction of the possibility to work in groups would give the learners
(and the counsellors) the contact and interaction they are missing in the current situation
in SAC.

In the last paragraphs I consciously used the words ‘perhaps’ and ‘would’ to
emphasise the hypothetical nature of the statements I made. It is evident that I cannot
decide about the norms that will regulate a new learning culture. I represent only one
side of the culture. I need to negotiate these possibilities with the other side (and other
members of my side). Negotiation for validation is an essential element to achieve
Iegitimisation and prevent new negative attitudes:

a group norm exists to the extent that the group members share positive
attitudes to any such regularity ( Cortis; 1977, 28)
....but rules only work if pupils accept them (ibid, 59)

As I see it, negotiation, and the necessary interaction that it implies, is an
essential element of both the creation of a learning culture and the realisation of self-
direction as a learning scheme. And it is a happy coincidence we need to take advantage

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