Linguistic autonomy with recourse to the concept of critical language awareness : a practical proposal for evaluating students' political autonomy in foreign language learning
AbstractBenson (1997) differentiated between three versions of autonomy—technical, psychological and political—suggesting that the latter entails an amount of language awareness leading to control over language use to obtain desired social effects. Thus, the concept of political autonomy accentuates a high level of critical language awareness requiring a good command of language and direct personal control in terms of communicating the linguistic self. Assuming that this version presents the top level of control (not necessarily identical with linguistic accuracy and grammatical correctness) over language, the author of this paper proposes a practical tool for developing students’ Critical Language Awareness (CLA), perceived as a component of political autonomy in language learning. Bearing in mind all the reservations pertaining to the possibilities of measuring students’ autonomy in language learning (see, e.g., Benson, 2010), including the political bias inscribed in CLA (any analysis is tinted with convictions of the analyzer), the author resorts to the use of self-assessment and evaluation techniques (see Tassinari, 2012) as well as reflection aimed at raising students’ linguistic awareness to facilitate their political autonomy in language learning.
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|Book||Pawlak Mirosław, Mystkowska-Wiertelak Anna, Bielak Jakub (eds.): Autonomy in second language learning : managing the resources, Second Language Learning and Teaching, 2017, Springer, ISBN 978-3-319-07763-5, [978-3-319-07764-2], 225 p., DOI:10.1007/978-3-319-07764-2|
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