The emancipation of the language learner

Abstract

The general trend in language education over the years has been to ascribe to language learners increasing power and responsibility for their own learning. While this is commendable, the autonomy of learners is still constrained by views of language that see learners as being mere " hosts " of another's lan-guage. Such views restrict learners to roles as language learners who make er-rors not language users who innovate. This article argues for a more enlightened view of language and of learners, one inspired by a complexity theory perspec-tive. It also proposes that such a perspective is respectful of learner agency. I will begin with an account of the evolution of views of the language learn-er. It is a personal account, drawing upon my experience in the field of second language acquisition (SLA), or, what I prefer to call these days, second language development. I will suggest that over the last 50 years or so, the view of the lan-guage learner has changed considerably. The general trend has been towards increasing empowerment of the learner. However, I will point to one obstacle that prevents the full emancipation of the language learner – and that is, ironical-ly, a disenfranchising view of language. I will recommend an alternative view of language, one inspired by complexity theory, and I will conclude by asserting that complexity theory respects human agency, a point that is often misunderstood. 1 This article is a revised version of a special Distinguished Scholarship and Service award lecture, delivered at the American Association for Applied Linguists, March 2011.