Pedagogy for Autonomy in FLT: An Exploratory Analysis on its Implementation through Case Studies

• Autores: Borja Manzano Vázquez
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 59-74
• Idioma: inglés
• DOI: 10.30827/digibug.53755
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Mediante diferentes estudios de caso, analizamos la práctica docente de seis profesores de lengua extranjera para investigar si la autonomía del aprendiz es un objetivo relevante en la enseñanza de lenguas extranjeras y cómo el concepto de una pedagogía para la autonomía es implementado en relación a los principios pedagógicos propuestos por Jiménez Raya et al. (2007). La principal conclusión de este estudio es que la autonomía del aprendiz dista de ser un objetivo educativo relevante en el contexto del aprendizaje de lenguas extranjeras. Los principios pedagógicos para el desarrollo de una pedagogía para la autonomía son ligeramente implementados ya que en muchos casos la práctica en el aula está dominada por un enfoque tradicional, centrado en el profesor.

  • English

    Through different case studies, this paper analyses the teaching practice of six foreign language teachers to investigate whether learner autonomy is a relevant goal in foreign language teaching and how the concept of pedagogy for autonomy is implemented regarding the pedagogical principles proposed by Jiménez Raya et al. (2007). The main conclusion to be drawn from this research is that there is a striking lack of learner autonomy in the context of foreign language learning. The pedagogical principles for the development of pedagogy for autonomy are marginally implemented as in most cases classroom practice is still dominated by a traditional, teacher-centred approach to language learning.

    Keywords: Foreign language teaching, learner autonomy, pedagogy for autonomy

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