ABSTRACT
This chapter shows that how autonomy can be enhanced by helping students use other spaces for learning, assuming and developing their own personal interests. It describes how nested systems – students, Autonomous Learning Support Base and the Teachers of English as a Foreign Language program – interact in this particular context, causing an expansion of the students' learning geography. The chapter outlines the main conceptions of language learning as a complex adaptive system, including the construct of autonomy from this perspective. It discusses of learners as subsystems themselves, with the emergence of several identities in each context. Teachers and learners takes advantage of the possibilities that technology offers and incorporate them into their multileveled learning processes. In order to expand students' possibilities of becoming autonomous, language learning contexts should offer different sorts of experiences. The Pacataca project had a great impact on students' learning. The dynamics of the language learning system become evident in the experiences.
