Abstract
For me, ‘language learner autonomy’ denotes a teaching/learning dynamic in which learners plan, implement, monitor and evaluate their own learning. From the beginning they do this as far as possible in the target language, which thus becomes a channel of their individual and collaborative agency. By exercising agency in the target language they gradually develop a proficiency that is reflective as well as communicative, and the target language becomes a fully integrated part of their plurilingual repertoire and identity.
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