Self-access and culture: retreating from autonomy

Abstract

In setting up self-access facilities it is conveniently assumed that learner autonomy, whether full or partial, is a desirable objective. The ideal ‘good language learner’, after all, is said to be one who takes as much responsibility as possible for his or her own learning, and self-access is the most valid test of this responsibility. Yet the concept of autonomy is laden with cultural values, particularly those of the West. In cultures where autonomy is not held in high esteem, how can one build a successful self-access centre? Reflecting on the experience of creating a university self-access centre in Cambodia, this paper challenges the idea that individual autonomy is a necessary goal in self-access. Beyond this, it proposes ideas for self-access design which, while not rejecting autonomy, or compromising standards of achievement, offer the prospect of a more ‘friendly’ environment to learners whose culture and upbringing may predispose them against autonomy.