Evidencias de aprendizaje autónomo de un idioma extranjero mediado por tutorías dialógicas
DOI:
https://doi.org/10.18041/1657-7531/interaccion.0.2337Keywords:
Foreign language autonomy, self-regulation, dialogic tutoring sessions, sociocultural theory, dialogic pathwayAbstract
This article makes part of a study carried out in a private University in Bogota, in its program of Humanities and Languages Teaching. The project had four stages: (a) identification of the problem, that demonstrated a high level of dependency of 18 students towards their teachers and a low grade of self-regulation when learning the English language; 8 teachers participated with the assigned population, they also demonstrated a fear to liberate their learners or an unawareness to promote independent learning. The Project was supported by three theories: Autonomy in Foreign Language Learning (Nunan, 1997); Self-regulation (Zimmerman, 2000; Lantolf, 2000; Vygotsky, 1978) and the dialogic approach (Bajtin & Voloshinov, 1976); (b) dialogic tutoring sessions were implemented with the 8 teachers and the 18 students; (c) a focal group was conducted through a awareness session with the teachers; and (d) the transcripts of the video were analyzed during the tutoring sessions to select the emergent codes (Atlas-ti software); data was triangulated to contrast the selected literature. The findings revealed that teachers considered necessary a change in their teaching and learning practices, to offer learners support and scaffolding. Additionally by means of grounded theory, 36 emergent codes were the pillar to construct 10 principles that constituted a new proposal which involves autonomy, self-regulation and dialogism and with it the social cultural theory which subsidizes a new way of complementing the constructs above mentioned; that means “a dialogic pathway”, an innovation in the learning of a foreign language.
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