SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

3. FROM A DIFFERENT POINT OF VIEW

The content of the present chapter has been divided into four main parts. First, I will
explain the change of roles that I underwent, and the effect of this in my views about the
project. Second, I will describe the different practical aspects that stood out as contrasting
with the theory we had learned. In other words, I realised that things were not happening as
it was planned. Third, I will give a brief account of some research I carried out during this
critical stage of transition. And four, as a conclusion, I will reflect on some issues related to
the concept of autonomy.

In the last chapter I explained to the reader the way the Mexican SAC project was
introduced and implemented in Oaxaca. I also told the reader about my function and
involvement in the different stages of the innovation. It was clear what my position and
interest were. As I said, my post was the Director of the Language Centre, which allowed me
to make certain types of decisions. My specific role in relation to the project was that of an
agent implementing a top-down innovation (see 3.3.4, p.63) "imposed" by the Ministry of
Education. Fortunately, the post of director in the LC only lasts three years, so I went back
to my position of full-time teacher. I said fortunately because, as the reader will see, the
change of roles allowed me to see the project and its outcome in a very different way.

3.1 CHANGE OF ROLES

I was again a teacher, so my direct contact was now with students either within the
classroom or at the SAC. I also became a SAC counsellor and shared the anxieties and fears

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