As a Japanese language instructor, my primary goal is to foster independence and autonomy in my students. This commitment became especially clear during my time teaching in China. One day, I received an email from a former student who had already graduated and was using Japanese in her professional career. She asked me to review a piece of Japanese writing she had prepared for work. That moment prompted deep reflection on my teaching approach.
Up to that point, I had focused on delivering Japanese grammar in a clear and comprehensive way. When reviewing student compositions, I would correct every grammatical mistake and rewrite their sentences using proper expressions. I believed I was doing everything I could to support their learning. However, I came to realize that my approach lacked a crucial element: encouraging students to think and learn for themselves. By doing all the corrections for them, I was unintentionally taking away their opportunity to develop autonomy.
I believe that learning is a lifelong journey that extends far beyond the classroom and formal education. As a teacher, my role is not just to deliver knowledge, but to empower students with the skills, confidence, and curiosity to continue learning independently—even after they leave the classroom and no longer have a teacher to rely on.
How can I achieve this goal? One quote that profoundly shaped my perspective comes from Gordon and Burch (1974/2003, p. 250):
“... a person in a position of authority and power retains power only by keeping her subjects weak, powerless, dependent, and immature ...”
This was a wake-up call for me. As educators, we hold considerable power over students—through course design, scheduling, assignments, and grading. When we make all the decisions ourselves, we risk creating a classroom environment where students become passive and overly dependent. Yet, it is the students who are doing the learning. When language learners exercise their agency, they make intentional choices, take ownership of their learning, and manage their progress—actions that can lead to meaningful personal growth (Duff, 2012). Suppressing that agency hinders their development. Their voices and choices should not be treated as secondary.
This realization led me to rethink the teacher’s role. To truly empower students and nurture their autonomy, I must act as a facilitator or advisor rather than an authority figure. My aim is to reduce the power imbalance and create a more equal, collaborative, and learner-centered environment.
To encourage student autonomy and maintain a learner-centered environment, I tailor my course management strategies according to the class level, subject matter, and number of students. I draw from a range of approaches, selecting those best suited to each specific context.
Integrating the No-lose Method (Gordon & Burch, 1974/2003)
I actively listen to students’ input on class schedules and assignment topics. When our perspectives differ, I don’t simply impose my own views. Instead, I work collaboratively with students to find solution that respect both sides. This approach builds mutual trust and empowers students to take part in shaping their learning experience.
Promoting Peer Interaction
Rather than relying on one-way lectures, I prioritize student-to-student communication. I understand that speaking a foreign language can be intimidating, especially when mistakes are visible. That’s why I focus on creating a supportive classroom environment where students feel safe and connected, which helps foster a strong sense of community. To encourage this, I intentionally reduce my own speaking time to give students more opportunities to interact, collaborate, and build meaningful relationships through language use.
Offering Choice and Flexibility in Assignments
For final projects and major assignments, I provide a range of options so students can choose topics—and whether to work individually or in groups—that reflect their interests, goals, and learning styles. In intermediate and advanced courses, I don’t assign a fixed final project. Instead, I offer one-on-one advising sessions outside of class to help students design and develop their own projects. This flexible approach allows them to focus on the Japanese language skills they most want to improve, fostering a sense of ownership and motivation.
Encouraging Learner Self-Assessment
I incorporate self-assessment into my courses to help students take charge of their learning. In today’s classrooms, where students bring different backgrounds, goals, and learning styles, self-assessment is a powerful tool. It encourages reflection, helps students track their progress, and allows them to tailor their studies to their individual needs and proficiency levels.
Implementing a Flipped Classroom Model
I use a flipped classroom approach to maximize active learning. Students study new grammar and vocabulary at home using textbook-provided videos and practice tools. In class, they apply what they've learned through communicative activities that simulate real-life language use. This model encourages students to take responsibility for their learning while making the most of interactive class time.
References
Duff, P. A. (2012). Identity, agency, and second language acquisition. In S. M. Gass, & A. Mackey (Eds.). The Routledge Handbook of Second Language Acquisition (pp. 410-426). Routledge.
Gordon, T., & Burch, N. (1974/2003). Teacher Effectiveness Training: The Program Proven to Help Teachers Bring Out the Best in Students of All Ages. Three Rivers Press.