ES autonomía y autorregulación / CAT autonomia i autoregulació / FR autonomie et autorégulation / DE Autonomie und Selbstregulierung

Autonomy is the ability to make decisions about one’s learning and reflect critically and objectively not only on what one “knows”, but also on the best way to “apprehend” it. Autonomy, self-regulation, agency, and other analogous concepts are constructs arising from different theories but which draw the same conclusion: the more the learner regulates their gaining of knowledge and competences, the more effective the process will be. Therefore, teaching will be more effective if it fosters self-regulation and co-regulation (Allal 2016), including exchange mechanisms to regulate the process when the subject learns in the company of others.

Van Lier (2009) points to the close relationship between autonomy, self-regulation, and agency: “I find it hard to distinguish agency from autonomy, or indeed from other related constructs such as self-efficacy (…), locus of control (…), or self-regulation (…)” (Van Lier 2009: xii); and endorses Little’s definition, which considers the learner’s autonomy “a capacity for detachment, critical reflection, decision-making, and independent action” (ibid.). Sociocultural theory states that humans can regulate their own mental processes, including memory, attention, planning, perception, learning, and development. Therefore, self-regulating is closely related to the raising of awareness. This awareness comprises not only linguistic knowledge but also learning-related knowledge. Taking part consciously in one's own learning during schooling will prepare a student for “lifelong learning”. The student’s jumping to self-regulation and autonomy cannot take place spontaneously: the process will be slow and gradual, and it will need external help from elements fostering dialogue with others and oneself (Lantolf & Thorne 2006). Throughout this process, mediation plays an essential role.

References

  • Allal, Linda (2016). The Co-Regulation of Student Learning in an Assessment for Learning Culture. En D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the Challenge of Implementation, 259–273). https://doi.org/10.1007/978-3-319-39211-0
  • Lantolf, James P. & Thorne, Steven L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Nueva York: Oxford University Press.
  • Little, David (1991). Learner autonomy: definitions, issues and problems. Dublín: Authentik.
  • van Lier, Leo (2009). Foreword: Agency, Self and Identity in Language. En Breffni O'Rourke y Lorna Carson (Eds.), Learning Language Learner Autonomy: Policy, Curriculum, Classroom : a Festschrift in honour of David Little. Berlín: Peter Lang.