TESL-0100 - Unit Four Reflection
Agency in the classroom
I
found the section in the Brown and Lee (2015) textbook about the role of agency
inside and outside of the classroom to be interesting. Much of what I have
learned in the TESL program has stressed the importance of agency and being an
independent learner, which extends to learners’ work outside of the classroom.
However, the section from the textbook also mentions what learners can do
inside the classroom. From my perspective, it can be difficult to create
learning activities that encourage agency in the classroom because class
revolves around following a lesson plan so that teachers can meet the learning
requirements of a curriculum and so that learners can achieve their goals. I
think that agency requires giving learners opportunities to make choices about
what and how they want to learn. This can come from assessments themselves and
the feedback that learners provide. Other opportunities could include having
forms of the same activity at different learning levels so that learners can
decide if they want to challenge themselves.
Brown
and Lee (2015) state that learner agency should create opportunities for
learners to use language, develop their voice, and recognize personal
relevance. Each of these features will be discussed below.
The
authors write that agency should be the focus of planning, executing,
reflecting, and evaluating. Instead, teachers have focused too often on input
and output, drills and exercises, and learning correct forms. As such, the
activities included in lesson plans need to go beyond teachers instructing
learners how to use the new language and give learners opportunities to use
their new language in authentic and real-life ways (Brown and Lee, 2015). This
reminds me of task-based learning where learners are taught the vocabulary and
skills required to do activities and are then given opportunities to practice
using the language. Then they are equipped to do the tasks when they encounter
them in real life.
Brown
and Lee (2015) connect the concept of agency to the development of voice. Voice
is defined as incorporating and expressing one’s own feelings, thoughts, and
identity into the language that one uses. This means that a person’s thoughts
and feelings can be heard by the individuals or groups that they are speaking
to. They are also expressing their identity in a way where they declare who
they are rather than being defined by someone else’s ideas of what is or is not
important. The authors state that teachers can create opportunities for
learners to express themselves, transfer their prior knowledge and skills, and
to choose and present their own identities in their new language (Brown and
Lee, 2015).
Brown
and Lee (2015) argue that since agency involves utilizing language using
opportunities, teachers should provide more language affordances (i.e. action
possibilities) for learners rather than focusing on input. This connects the
concept of agency since it would draw the attention of learners to use language
and understand how the new language is personally relevant to their own needs,
interests, and goals. Lantolf and Throne (2006) define agency as “the ability
to assign relevance and significance to things and events” (in Brown and Lee,
2015, p. 102). As such, it is important that teachers consider the cultural and
linguistic backgrounds, abilities, aspirations, and other elements of identity
of their learners when they develop classroom materials and lesson plans (Brown
and Lee, 2015).
Huang
and Benson (2013) connect and the similarities and differences between the
concepts of autonomy, agency, and identity in foreign and second language
education. The authors state that autonomy is about the relationship between an
individual and society in relation to language learning; however, definitions
and descriptions of the concept vary amongst scholars. The terms capacity and
control are presented to the reader to clarify the authors’ understanding of
autonomy. The authors state that capacity is not a set of learning behaviours
and that it “specifies what a person has the potential to do, rather than what
they actually do” (p. 9). As such, it relates to the concept of autonomous
learning, where learners require the capacity to control their own language
learning using their own knowledge and study skills (Huang and Benson, 2013).
This concept, as understood by the authors, is similar to the way that Brown
and Lee (2015) describe the need for individuals to apply language skills to
situations outside of the classroom. Huang and Benson (2013) compare the
concept of capacity to control, which they define as “having the power to make
choices and decisions and acting on them” (p. 9). Control involves learning
management, cognitive processing, and learning content. The definitions are as
follows: learning management is when a learner is able to control how they
learn behaviourally, as well as when and where they learn; cognitive processing
is when a learner is able to control how they learn cognitively through
noticing input and metacognition; and learning content is when a learner can
control what and how much they learn as a result of decision making. The
authors note that the capacity to control the content and process of learning
also indicates the capacity to make learning personally relevant. (Huang and
Benson, 2013).
Huang
and Benson (2013) write that various academic disciplines have created
definitions of agency, making it difficult for researchers to agree on a specific
definition. Overall, definitions establish a relationship between autonomy and
agency and agree that people or agents have the capacity to make choices based
on their own intentions and purposes. To explain the difference between agency
and autonomy, the authors explain that “agency may carry a focus on
self-conscious reflexive learning actions while autonomy is concerned with a
sense of being in control of the learning process (p. 16). However, they note that
even though people exercise agency by choosing to take actions for of a
specific purpose, they cannot guarantee that their learning is autonomous since
they may not be in control of the process (Huang and Benson, 2013).
After
reading these articles, I have found that autonomy, agency, and identity are
social concepts that go beyond individual actions, perspectives, and concepts
of self. I have also realized the importance of providing learners with tools
and opportunities that are consistent with their identities and promote agency
and autonomous learning. I hope that I will be able to gain insight from my
learners about what, how, and why they want to learn so that I can be an effective
teacher.
References
Brown, H.
D., & Lee, H. (2015). Agency in language learning. In Teaching by
principles: An interactive approach to language pedagogy (4th ed., pp.
88-106). White Plains, NY: Pearson Education.
Huang, J.,
& Benson, P. (2013). Autonomy, agency and identity in Foreign and Second
Language Education. Chinese Journal of Applied Linguistics, 36(1),
7-28. doi:10.1515/cjal-2013-0002
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