Autonomie: dynamique, complexe

Essentials for autonomy:, agency, freedom, reflectionAutonomy has been defined and described from different perspectives and by several researchers (see, among others, Benson, 2011; Holec, 1981; Little, 1991; Littlewood, 1996; Oxford, 2003). Focusing on autonomy in language learning, autonomy is associated to the notions of independent action in the learning process. Independent action is possible if learners are capable of making informed and reflected decisions about their learning and allowed to do so in the institutional and social context in which they live and learn. Capacity, agency and freedom are therefore at the core of autonomy. Reflection and metacognition, as well as the capacity to interact and negotiate with others in the learning process are essential to exercise autonomy to some extent (Little, 1991, 2001). Competencies for autonomyMy own definition of learner autonomy focuses on learning competencies which can be exercised in different learning contexts. This definition was developed as a part of my doctoral studies, which aimed at operationalizing the notion of learner autonomy and developing a tool for supporting learners’ awareness and reflection of their learning competencies, the dynamic model of learner autonomy (see Tassinari, 2010). There I defined autonomy as the metacapacity, i.e. the second order capacity, of the learner to take control of their learning process to different extents and in different ways according to the learning situation (classroom learning, self-directed learning, formal or informal learning). Autonomy as a metacapacity is a construct of constructs, entailing various dimensions and components, such as a cognitive and metacognitive component (cognitive and metacognitive knowledge, awareness, learner’s beliefs), an affective and motivational component (willingness, feelings, emotions), an action-oriented component (skills, learning behaviours, decisions) and a social component (learning and negotiating learning with partners, teachers, advisers and other stakeholders). An essential characteristic of autonomy is the capacity of the learner to activate and a balance among these dimensions in the given learning contexts and situations.Guidance for autonomyAs a complex construct of personal and learning or professional competencies (‘savoirs’), such as savoirs (knowledge), savoir-faire (skills) and savoir être (personal competencies) (Martinez, 2008), autonomy is constantly fluctuating within a continuum of autonomy and heteronomy (Everhard, 2015).  Therefore, despite what some practitioners may think, autonomy in language learning does not exclude guidance and support from teachers and learning facilitators, on the contrary, there is consensus in the literature about the need to provide learners with appropriate scaffolding to support them in their individual, particular and sometimes unpredictable way towards more autonomy in their learning process.Learner autonomy and teacher autonomyLearner autonomy is strictly related to teacher autonomy: Jiménez Raya, Lamb and Vieira's definition '(2007, p. 1), which includes autonomy both for learners and teachers, understands it as “the competence to develop as a self-determined, socially responsible and critically aware participant in (and beyond) educational environments, within a vision of education as (inter)personal empowerment and social transformation.”