Pedagogy for autonomy, teachers' attitudes and institutional change : a case study

Abstract

Three important realities of today's society impinge on the nature and the quality of language education in schools. First, from the learners' point of view there is a need for a good grounding in lifelong learning (Knight and Yorke, 2003; Lambeir, 2005). Second, from the state's point of view there is a requirement that learners develop for democratic citizenship (Forrester, 2003; Kennedy, 2003). Third, from a global perspective there is a call for international accountability and across-boundary recognition of competences (Council of Europe, 2001; European Commission, 2003). This chapter assumes that it is possible to cater for all three requirements through the implementation of an appropriate pedagogy, one conducive to learner autonomy. [Excerpt from Introduction]