Chapter 1. Developing Language Learner Autonomy: From Identity and Dialogue to Empowerment and Proficiency
David Little
David Little
Abstract
This chapter explores autonomy as a foundational principle in foreign language education, drawing on its democratic, psychological, and pedagogical dimensions. Beginning with Holec’s definition of autonomous learning as self-authorship, the chapter connects autonomy to Self-Determination Theory and to classroom practices that cultivate agency through dialogic, exploratory, and learner-driven activity. Building on Leni Dam’s influential work, it outlines how autonomy emerges when learners’ action knowledge, identities, and languages are actively engaged. The chapter then examines two large-scale examples of inclusive, autonomy-supportive education: Scoil Bhríde (Cailíní), an Irish primary school that transformed linguistic superdiversity into educational capital through plurilingual pedagogy; and the Council of Europe’s Romani-Plurilingual Policy Experimentation, which uses Romani language and culture to support the inclusion of Roma pupils. Across these contexts, the chapter demonstrates how engaging home languages, fostering reciprocal classroom discourse, and sharing control enable learners to develop agency, confidence, and authorship of their plurilingual lives.
About the Author
David Little is a Fellow Emeritus of Trinity College Dublin, Ireland. His principal research interests are the theory and practice of learner autonomy in language education, the pedagogical exploitation of linguistic diversity in schools and classrooms, and the use of the Common European Framework of Reference for Languages to support the design of L2 curricula, teaching/learning programmes, and assessment. He has contributed to the Council of Europe’s work in language education since the 1980s, including its projects on the European Language Portfolio and the Linguistic Integration of Adult Migrants. Most recently he has been academic coordinator of the Council’s Romani/Plurilingual Policy Experimentation (2022–2025).
Citation
Little, D. (2025). Developing language learner autonomy: From identity and dialogue to empowerment and proficiency. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 18-36). Candlin & Mynard. https://doi.org/10.47908/40/1
This chapter explores autonomy as a foundational principle in foreign language education, drawing on its democratic, psychological, and pedagogical dimensions. Beginning with Holec’s definition of autonomous learning as self-authorship, the chapter connects autonomy to Self-Determination Theory and to classroom practices that cultivate agency through dialogic, exploratory, and learner-driven activity. Building on Leni Dam’s influential work, it outlines how autonomy emerges when learners’ action knowledge, identities, and languages are actively engaged. The chapter then examines two large-scale examples of inclusive, autonomy-supportive education: Scoil Bhríde (Cailíní), an Irish primary school that transformed linguistic superdiversity into educational capital through plurilingual pedagogy; and the Council of Europe’s Romani-Plurilingual Policy Experimentation, which uses Romani language and culture to support the inclusion of Roma pupils. Across these contexts, the chapter demonstrates how engaging home languages, fostering reciprocal classroom discourse, and sharing control enable learners to develop agency, confidence, and authorship of their plurilingual lives.
About the Author
David Little is a Fellow Emeritus of Trinity College Dublin, Ireland. His principal research interests are the theory and practice of learner autonomy in language education, the pedagogical exploitation of linguistic diversity in schools and classrooms, and the use of the Common European Framework of Reference for Languages to support the design of L2 curricula, teaching/learning programmes, and assessment. He has contributed to the Council of Europe’s work in language education since the 1980s, including its projects on the European Language Portfolio and the Linguistic Integration of Adult Migrants. Most recently he has been academic coordinator of the Council’s Romani/Plurilingual Policy Experimentation (2022–2025).
Citation
Little, D. (2025). Developing language learner autonomy: From identity and dialogue to empowerment and proficiency. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 18-36). Candlin & Mynard. https://doi.org/10.47908/40/1
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Information About the Book
Title: Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership Editors: Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker Read more... |