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The Learning Conference 2003

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Presentation Details


Learning for Autonomy: New Demands for the Teacher/Learner Relationship

Rosa Bizarro.

From the definition of ‘autonomy’ in an educational context and due to its main importance in European syllabi, the objectives of this paper are to enhance the demands of learning for autonomy in a foreign language class process and to emphasize the need of a redefinition of the teacher/learner relationship.
In order to achieve these aims we’ll try to develop the following:

1. What is autonomy in educational context?
2. What is it to be an autonomous foreign language learner?
2.1. The communicative competence;
2.2. The learning competence.
3. What role should the teacher have in promoting autonomous learners in a foreign language classroom?
3.1. What kind of scientific knowledge?
3.2. What kind of pedagogical behaviour?
3.3. What kind of human attitude?
4. Autonomy and the learner/teacher relationship: the sharing power of making decisions about ‘what’, ‘how’ and ‘when’ to learn.


Rosa Bizarro  (Portugal)
M.A. teacher
DEPER - Faculdade de Letras
University of Porto

Rosa Bizarro is a Portuguese M.A. teacher at the University of Porto (Portugal). She teaches foreign language methodology and does long-life training of mentors and foreign language teachers. Her main scientific areas of research are foreign language methodology; language teachers and mentors training; multicultural interfaces in education; translation. She is preparing a ph D dissertation about ‘Autonomy and Reading Strategies’. She is the author of several publications about initial and long life learning foreign language teaching and learning fields.

  • Autonomy
  • Teacher/learner relationship
  • Foreign language
  • Communicative competence
  • Learning competence

(Virtual Presentation, English)