Dimensions sociales de l’autonomie de l’apprenant et lien avec l’autonomie générale

Abstract

This article focuses on the social dimensions of autonomy. Firstly, the context of the studies reviewed is explained, in order to situate the observations within the framework of a self-directed and language learning system integrating advising sessions. Secondly, the social dimensions are discussed in three aspects. The first is horizontal interactions between learners to support metacognition. The second is that of interactions between learner and tutor, with the cognitive biases that it generates and proposals to exploit them for pedagogical purposes. The third is the link between learner autonomy and general autonomy, or citizenship, taken from the perspective of digital citizenship. A brief review of the situation leads to proposals for pedagogical avenues that can be explored in language and culture didactics.

Keywords

• Learner autonomy
• social dimensions
• general autonomy
• digital citizenship
• autonomisation
• autonomous process