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By Bärbel Kühn

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By Bärbel Kühn

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The counselling dialogue provided enormous potential for the teacher to enhance the process, based on his/her own life experience (Karlsson and Kjisik, 2009). These two studies indicate the need to develop a coherent theoretical framework, an embedded institutional commitment, for the design of ‘learning structures’ in the pedagogy for autonomy. It is also necessary to provide appropriate conceptual and practical tools for the participants, enabling sustainable progress through manageable steps.

It is like beginning the proverbial journey of a thousand miles with a single step: the teacher’s decision to undertake the pedagogical task. Once under way, sustainability means proceeding consistently in small enough steps with a long-term perspective. It is advisable to teach reflective and cooperative knowledge, attitudes and skills to pupils explicitly as part of the language syllabus right from the beginning. Becoming reflective about one’s language learning is a very complex task for anyone who has little experience of learning and little knowledge about language as a linguistic phenomenon.

Pollari (eds) Language education and lifelong learning, Joensuu: Philosophical Faculty, University of Eastern Finland, 9–44. —— (2010) ‘Autonomy, agency and community in language education: developing site-based understanding through a university and school partnership’, in B. O’Rourke and L. Carson (eds) Language learner autonomy: policy, curriculum, classroom. A Festschrift in honour of David Little, Berlin: Peter Lang, 3–28. 1: 119–136. , Lehtovaara, J. and Jaatinen, R. (2005) ‘The Common European Framework of Reference – a good servant but a bad master: the CEFR as a resource for language teaching’, in V.

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