Re-thinking second language instruction, autonomy and technology

A manifesto

Garold Murray, Sandra Kouritzin

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.

Original languageEnglish
Pages (from-to)185-196
Number of pages12
JournalSystem
Volume25
Issue number2
Publication statusPublished - Jun 1997
Externally publishedYes

Fingerprint

language instruction
autonomy
minority
language
language acquisition
learning
language education
schoolchild
research and development
speaking
Canada
classroom
Autonomy
Second Language Instruction
Manifesto
Autonomous Learning
trend
education
Language Loss
Language

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Murray, G., & Kouritzin, S. (1997). Re-thinking second language instruction, autonomy and technology: A manifesto. System, 25(2), 185-196.

Re-thinking second language instruction, autonomy and technology : A manifesto. / Murray, Garold; Kouritzin, Sandra.

In: System, Vol. 25, No. 2, 06.1997, p. 185-196.

Research output: Contribution to journalArticle

Murray, G & Kouritzin, S 1997, 'Re-thinking second language instruction, autonomy and technology: A manifesto', System, vol. 25, no. 2, pp. 185-196.
Murray, Garold ; Kouritzin, Sandra. / Re-thinking second language instruction, autonomy and technology : A manifesto. In: System. 1997 ; Vol. 25, No. 2. pp. 185-196.
@article{a4dac61cead249e8b452a15f1522b5db,
title = "Re-thinking second language instruction, autonomy and technology: A manifesto",
abstract = "Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.",
author = "Garold Murray and Sandra Kouritzin",
year = "1997",
month = "6",
language = "English",
volume = "25",
pages = "185--196",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Limited",
number = "2",

}

TY - JOUR

T1 - Re-thinking second language instruction, autonomy and technology

T2 - A manifesto

AU - Murray, Garold

AU - Kouritzin, Sandra

PY - 1997/6

Y1 - 1997/6

N2 - Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.

AB - Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.

UR - http://www.scopus.com/inward/record.url?scp=0031161657&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0031161657&partnerID=8YFLogxK

M3 - Article

VL - 25

SP - 185

EP - 196

JO - System

JF - System

SN - 0346-251X

IS - 2

ER -