Bamboo Scaffolding and Rigging: Approaches to support language learner autonomy

Abstract

Almost twenty years have passed since self-access centres (SACs) became commonplace in universities and, in response, language educators have devised a variety of approaches that attempt to activate in learners the capacity for autonomous language learning (ALL). However, such experimentation has often resulted in less than successful pedagogical results, often because of a lack of understanding of the principles underlying the support and development of learner autonomy, or because of constraints imposed by institutions, or a combination of the two. In this presentation we present two complementary approaches which aim at providing opportunities for university students to develop their capacity for autonomous language learning. Both approaches are situated in the context of open-access: one is group-oriented and collaborative, and the other is for individual learners. To illustrate and clarify the ALL principles that underpin both approaches, we use two metaphors: Bamboo Scaffolding (Toogood and Pemberton 2006) and Rigging (derived from a yachting metaphor). Through presenting pedagogical examples, we hope to provide a clear and principled framework which can be applied to the support and development of ALL in other educational environments. Toogood, S. & Pemberton, R. (2006) 'Scaffolding for Self-Access Language Learning and the FTG Model.' In T. Lamb & H. Reinders (eds.) Supporting Independent Language Learning: Issues and Interventions. Peter Lang.