| Popis: |
This article charts the origins and evolution of the pedagogical approach of autonomy at the CRAPEL at the beginning of the 1970s. Its inception was triggered by the interaction between a research team looking for new ways of fostering foreign language learning, and the emergence, after May 1968, of a new sociocultural context dominated by a global re-evaluation of the place and roles of the individual within the community, and more specifically, of the place and roles of the learner in the teaching/learning process. At the CRAPEL, this gave rise to a new pedagogical approach – “autonomy”, which promoted individualized learning and learner independence. The practical upshot of this – “Self-directed Learning with Help Structure” accompanied by a “Sound and Video Library” – was characterized in the 1970s by a shift from the notion of open-access teaching to self-directed learning, from autonomy as independence to autonomy of learning ability, from the teacher supporting learning to the teacher training learners, and by the emergence of the notion of learning-to-learn. |
