A Complex Dynamic Model of Autonomy Development

Over the last years, language learning has been described as a complex dynamic system, encompassing different interacting subsystems, such as autonomy. In this article, I argue that autonomy development is a complex, dynamic and fluctuating process in which a point of arrival cannot be defined, as autonomy is experienced in a nonlinear and continuous way throughout life, with moments of advances, stability and setbacks, involving the interaction between a large number of processes, elements, agents, among other subsystems. In this paper, I present the Complex Dynamic Model of Autonomy Development (CDMA). This model explains the dynamics of autonomy in learners’ language learning trajectory in light of the complexity paradigm. The model has been used in research and activities with a focus on language learning and language teacher education. It has been discussed with language majoring students, pre-service and in-service language teachers as a tool for reflection, self-awareness and self-regulation, as it enables a comprehensive view of the dynamism and complexity involved in the process of developing both learner autonomy and teacher autonomy.