Autonomous Language Learning in Africa: A Mismatch of Cultural Assumptions

Abstract

The paper questions the global validity of the so-called autonomous method of language learning (French auto-apprentissage) which has obvious origins in the European and North American traditions of individualism. More generally, I raise the question of the appropriateness of the cultural content of educational materials that are alleged to be suitable for global dissemination, with special reference to the Yoruba world-view and the widespread failures of foreign-aided educational programmes in sub-Saharan Africa. Foreign-language learning materials ought to lead to an enriching experience for African students, instead of forcing them into a defensive attitude on account of unnecessary and false cultural assumptions.