Apprentissages des langues et autonomisation : provocation ou réussite éducative ?

Abstract

The article revisits the notion of autonomisation and its impact on innovation in language teaching. In response to Little's contribution which discusses the place of learner autonomisation in current educational policies at international level, the objective is to understand better its limited influence as well as its potential. After outlining the distinction between the concept of autonomy and the notion of autonomisation, and the confusion that arises from conflating the two, the article describes the current lack of language abilities worldwide and the solutions offered by educational policies. The article then moves on to the integration of learning-to-learn in the process of autonomisation and returns to the departure from traditional teaching promoted in the 1970s by the CRAPEL, with its emphasis on autonomisation during a time of crisis, and on the need to address one of the UN’s goals – sustainable development for education. The paper concludes with three proposals for consolidating the process of autonomisation in order to promote more innovative language teaching.

Keywords

• Autonomy
• autonomisation
• teaching and learning foreign languages
• educational policy
• innovation
• autonomous process