Too much thinking and research views learner autonomy in an instruction-centred way, with a focus on equipping the learner to function better in the classroom or learning centre. This article argues that true learner empowerment consists of the freedom to learn outside the teaching context and the ability to continue learning after instruction has finished. Instead of creating instruction-dependent learners, we need to design programmes that both equip students for the world beyond the classroom and enable them to extract linguistic information from the resources which an L2-rich environment provides. Suggestions are made for ways in which teachers can foster real-world listening and reading skills, providing learners with tangible benefits that survive long after a course has ended. The discussion first considers the teaching of students in English-speaking countries, then goes on to examine the implications for those learning in an L1 context.
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