Autonomy in the transition from foreign language learning to foreign language teaching

Phil Benson*, Jing HUANG

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)

Abstract

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

Original languageEnglish
Pages (from-to)421-439
Number of pages19
JournalDELTA Documentacao de Estudos em Linguistica Teorica e Aplicada
Volume24
Issue numberSPL.ISS.
DOIs
Publication statusPublished - 2008

Scopus Subject Areas

  • Linguistics and Language

User-Defined Keywords

  • Learner autonomy
  • Self-directed learning
  • Teacher autonomy
  • Teacher development

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