Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success

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Alexánder Ramírez Espinosa


Promoting learner autonomy is relevant in the field of applied linguistics due to the multiple benefits it brings to the process of learning a new language. However, despite the vast array of research on how to foster autonomy in the language classroom, it is difficult to find step-by-step processes to design syllabi and curricula focused on the development of learner autonomy. This paper presents a model of a successful English course, implemented at Universidad del Valle (Colombia), which is expected to serve as a practical guide to articulate the stages of design, implementation, and evaluation of an autonomy-fostering syllabus.


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How to Cite
Ramírez Espinosa, A. (2015). Fostering Autonomy Through Syllabus Design: A Step-by-Step Guide for Success. HOW, 22(2), 114–134.
Reflections and Revision of Themes
Author Biography

Alexánder Ramírez Espinosa, Universidad del Valle

Alexander Ramírez Espinosa holds a Bachelor in Foreign Languages and a Master’s degree in Linguistics, both degrees from Universidad del Valle (Colombia). Currently, he works at the School of Language Sciences, Universidad del Valle, as an English and Linguistics teacher.


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