Throughout this thesis, my purpose has been to show the reader my stance as a
researcher∕practicioner in the field of self-direction in language learning. I realise, of
course, that more research needs to be done in order to delve into areas that still remain
uncovered (for example, the potential of introspection in self-directed learning, p. 203,
the enhancement of awareness through group discussion, p. 206, and the relationship
between awareness in practice stages of language learning, p. 244). Personally, in some
months, I see myself back in the Oaxacan context, dealing with learners and counsellors
that want to take active part towards the creation and development of a self-directed
learning culture. This will allow me to get involved in long-term research in order to
pursue the issues that the present study has uncovered. In the meantime, let me finish this
thesis with two quotations that on the one hand, highlight the relevance of the creation of
a culture as a social human process and on the other, reflect my stance as an active agent
of this creation:
It is this process of ‘joint culture-creating’, in which two subjective
worlds are made to overlap, however partially or fleetingly, to form
an intersubjective world, that defines the individual’s participation in
learning (Riley,1988, 33)
Or as Thelen understands it:
One may act like an educated man when that is the normal adaptation
to an existing educative culture; but one becomes an educated man by
participating in efforts to make his own culture more educative
(Thelen, 1981,91)
NOTES:
(1) This trend has become a sound foundation for ideological discussions on autonomy.
A good example of this are some of the articles edited by Benson and Voller (1997).
(2) There are a few examples such as Holliday’s work, but still, they are the exemption
to the rule.
(3) Since Heath (1983) we have learned that when asked, members of a community can
accurately inform the researcher about learning patterns within their culture.
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