"To find yourself, think for yourself". The concept of autonomy and its manifestation: a qualitative documentary study of the Norwegian national core curriculum and the English subject curriculum

Abstract

This study is based on a qualitative document analysis of the core curriculum and English subject curriculum. The motivation of this study was to contribute to the field of autonomy in language learning in Norway. As such, the aim was to gain insight into the curricula’s promotion of learner autonomy. Consequently, two research questions emerged: how does autonomy materialise and what characteristics are prominent in the Norwegian national core curriculum and; how does the Subject renewal (“fagfornyelsen”) and the English subject give opportunities to foster autonomy? The findings indicate that autonomy could be seen as explicitly and implicitly present within the curricula. Likewise, they also suggest there could be opportunities for autonomy to be fostered in the English subject by giving learners the ability to take control over certain aspects of their learning. Additionally, the findings suggest that reflection and identity were the prominent characteristics of autonomy in the curricula and; autonomy could be linked to critical thinking and deep learning (“dybdelæring”). Finally, some concerns were raised towards misconceptions that could arise from the curricula such as autonomy being synonymous with independence or it being a stable state not affected by outside factors.