Learner Autonomy and its Demands on the Teacher

Academic research exists on the manifold aspects of learner autonomy. At the same time, its implications for teacher development as well as the teacher’s own experience and idea of autonomy did not receive the attention they would have deserved. In this article, I intend to look more closely at what is required from the teacher who wants to foster learner autonomy in his/her classroom. On the basis of literature research, I identify three dimensions the teacher should consider when trying to support autonomous behavior in his/her learners. I will then move on to explore how these dimensions can be combined with my day-to-day routine as a language teacher attempting to implement aspects of learner autonomy at a technically-oriented higher education institution. Although this professional setting offers me a high degree of freedom in my teaching, there are also some limitations. Bearing these in mind, I will conclude with some advice on what we can do as language teachers to foster autonomy in our learners.