Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature

Abstract

The literature on autonomous language learning reveals both, scholars’ great enthusiasm for the revolutionary potential of learner autonomy as well as pessimism for its continual depoliticization within higher education. Similar to how ‘learner autonomy’ is still today an unfinished construct that raises considerable confusion among scholars, the critical theory of learner autonomy in the field of language learning remains largely unexplored; and thus, yet to be fully articulated. Building on the relevant literature, this article attempts to provide a coherent and nuanced theoretical framework for the critical practice of learner autonomy in higher education. Results show how the field of language learning is dominated by uncritical and apolitical approaches that render learner autonomy a politically impotent practice. Critical autonomous language learning must be both critically aware—so it can raise students’ awareness of the structural and discursive constraints on their autonomy—and politically active—so it may lead to education reform and social change—, while also aiming at reaching the highest levels of institutional material support and student control possible.

Keywords:

• Autonomy
• higher education
• language learning
• critical theory

Disclosure statement

The author reports there are no competing interests to declare.

Additional information

Notes on contributors

Santiago Betancor-Falcon

Santiago Betancor Falcon is a lecturer and doctoral student at the University of Las Palmas de Gran Canaria (Spain) currently working on his doctoral thesis. His research interests include linguistics, learner autonomy, critical theory as well as the philosophy and politics of language learning and teaching.