ABSTRACT
This chapter explores the meaning and experiences of autonomy in the language classroom. It concerns the existential position of individual autonomy virtually regardless of the particular context in which the person is acting. And it situates autonomy in terms of how the macro-social context may impact upon learners in educational settings and upon us as professionals who are wishing to implement autonomous language learning. Finally, it examines the implications of our discussion for the teacher who engages in a pedagogy for autonomy. It also distinguishes deeper attributes which may describe the teacher of autonomous learners and those explicit roles or forms of classroom action which may create space for learners to exercise their autonomy. The chapter as a contribution to building bridges between some of the essential features of a pedagogy for autonomy and what teachers perceive as plausible in their own working contexts.
