Semi-autonomous learning in language education: a testimonial case

Abstract

Situated at the cross-roads of three important linguistic and cultural communities, the business faculty at Hasselt University (Belgium) has always seen foreign languages as having a high priority within its curricula. In 2002, a new and overall strategic plan for teaching and learning has been implemented with the explicit intention of orienting students towards a future of lifelong learning. The basic principle: to give students full responsibility for their own learning process by granting them a maximum of autonomy. This objective has contributed to a profound questioning of customary practices in foreign language courses and has led to SAL, a system of semi-autonomous (foreign language) learning. The present contribution will develop a three-stage desciption of SAL as it functions for French Foreign Language, including its key-principles as well as the prerequisites for its implementation and an evaluation after two years functioning. As a conclusion it will be argued that, although asking for a considerable financial and human investment at the beginning, a great challenge for all partners involved is being offered here. In the meanwhile, the initial skepticism from students as well as from teachers has been replaced by a reasonable level of enthusiasm.