The present paper is aimed at analysing the concept of student’s autonomy, defined as conscious responsibility for learning, from the viewpoint of the method promoted by the training courses for English teachers, CELTA (Certificate in English Language Teaching to Adults) and DELTA (Diploma in English Language Teaching to Adults), organised by Cambridge ESOL. These intensive courses  approach a humanistic type of study (personally experienced by the author) in which the classroom becomes the space where teachers and students collaborate effectively, the environment where they form a true community.

second language acquisition; autonomy; self-study

Presentation: oral