This article investigates how adult English language learners from refugee backgrounds respond to teaching strategies that aim to facilitate the promotion of learner autonomy. Interest in learner autonomy has grown significantly in the area of second language (L2) teaching. The culturally appropriate model of autonomy has been widely advocated in the L2 literature. This article explores how students’ premigration experiences influence the development of autonomous learning. The data used in this article were collected from classroom observations and retrospective interviews with Bhutanese refugee students and teachers in an adult migrant English program in Australia. The findings show that refugee students’ premigration experiences, their cultural perceptions of teaching, and their learning preferences have a negative influence on the implementation of autonomy‐supportive instructional practices. This article suggests that adult refugee students from non‐Western cultural backgrounds should be guided slowly and progressively into the new culture and pedagogy of autonomous learning. Teachers should investigate how ready the students are in terms of taking responsibility and then use appropriate scaffolding as needed.

中文翻译：

---

走向协商自治：不丹难民在澳大利亚成人移民英语课程中的文化、教学观念和参与

本文调查了来自难民背景的成人英语学习者如何回应旨在促进学习者自主性的教学策略。在第二语言 (L2) 教学领域，对学习者自主性的兴趣显着增长。L2 文献中广泛提倡文化上适当的自治模型。本文探讨了学生的迁移前经历如何影响自主学习的发展。本文中使用的数据是从课堂观察和对澳大利亚成人移民英语项目中不丹难民学生和教师的回顾性采访中收集的。调查结果表明，难民学生的移民前经历、他们对教学的文化观念、他们的学习偏好对自主支持教学实践的实施有负面影响。本文建议来自非西方文化背景的成年难民学生应该慢慢地、渐进地被引导到自主学习的新文化和教学法中。教师应调查学生在承担责任方面的准备情况，然后根据需要使用适当的脚手架。