Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

中文翻译：

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语言中心的自主性：神话还是现实？

语言学习的自主性是许多高等教育语言中心的教学目标。然而，尽管自主是一个与语言学习相关联的概念已有近 40 年的历史，但对该概念的理解及其在课堂环境和自学语言中心中的实施差异很大。在 2017 年和 2018 年，Cercles 自治焦点小组开展了一项在 Cercles 语言中心之间传播的调查，以发现自治在多大程度上是语言课程的一部分。大约五分之一的语言中心回答了问卷，代表 18 个不同的国家。本次调查结果显示，各中心以自主语言学习模式、混合学习、学习建议作为对独立和合作学习、辅导和串联学习的支持。然而，对自主概念的理解以及因此的教学实践差异很大。在本文中，我们说明了调查结果，突出了调查结果的异同，并对答案所解决的问题进行了批判性反思。此外，我们简要讨论了在不同语言中心与利益相关者进行调查后进行的一些访谈的结果。对未来的建议总结了本文。突出从中出现的异同，​​并批判性地反思答案所解决的问题。此外，我们简要讨论了在不同语言中心与利益相关者进行调查后进行的一些访谈的结果。对未来的建议总结了本文。突出从中出现的异同，​​并批判性地反思答案所解决的问题。此外，我们简要讨论了在不同语言中心与利益相关者进行调查后进行的一些访谈的结果。对未来的建议总结了本文。