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Mapping Autonomy in Language Education

A Framework for Learner and Teacher Development

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Manuel Jiménez Raya, Terry Lamb and Flávia Vieira

This book proposes a comprehensible, context-sensitive and flexible framework for the development of pedagogy for autonomy in language education. The «framework» metaphor highlights the effort to identify structuring elements in the authors’ stance towards pedagogy for autonomy, which fall into three domains -the context, the learner, and the teacher. In each domain, the authors raise ethical, conceptual and practical issues that are crucial to their perspective and offer a basis for reflection on learner and teacher development towards learner and teacher autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment. Pedagogy for autonomy is operationalized through a set of ten general principles.

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6. Final remarks

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6. Final remarks

Designing a framework for the development of pedagogy for autonomy in language education in schools raises fundamental questions for which there are no single answers:

• What are the educational and social goals of schooling, and what are the means that best serve those goals?

• What are the educational and social goals of language learning and teaching, and what are the means that best serve those goals?

• What is the nature of learning and teaching and how does each develop?

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