In
the modern school setting and the changing learning environment with high-teach
accesibility to libraries, computer networks, and other resources, the roles of
teachers, learners, and materials is constanly changing. A discourse
prespective on language teaching and language learning can be helpful in
redefining such roles.
Teacher
in the new learning setting are expected to become reflective researchers who
evaluate and rethink their approaches, attitudes, and methods of presenting new
subject matter to students, at every stage in the teaching/learning process.
They are no longer the only decision maker in this process since learners share
and become partners in the process; teachers, however, have a new and very
important role to play by becoming personal mentors for individual students,
coaching and guiding them to become autonomous learners.
Learners
are no longer passive recipients of the teaching process. They are expected to
be more independent, to make choices, and to initiate learning activities. They
are expected to take responsibility for their own learning and become aware of
their own strategies and tactics, using meta cognition to assist them in
improving their own learning endeavors. They are also often encourage to carry
out self-evaluation in order to further their learning and to develop
metacognitive awarenes in order to plan and regulate their language learning
and language using skills. Discourse elements and routines are very important
tools in helping autonomous learners to become successful.
Materials
used in the learning/teaching proccess must asllow the autonomous learner and
the facilitating teacher that are make choices, consider alternatives, and plan
for specific needs. Only materials that are flexible enough to allow for and encourage
such tactics can ensure the personal growth of both teachers and learners.
