I'm unsure of the definition you are using for "learner autonomy", but if we simply use the definition of say, an ability to take charge of one's own learning, it doesn't take us very far in understanding the nature of CELTA. If one of the fundamental purposes of education is to develop in individuals the ability to make their own decisions about what they think and do, then there are opportunities in the design of learning activities, and reflection on practice, built into the CELTA programme. There is also autonomy in how assignments are tackled and lesson and stage plans are put together - but guidance is given on approaches that have a sound basis in effective teaching.

How any trainer can develop a true capacity for detachment and critical reflection in a short and intensive training course is not clear, as this is dependent on the willingness of the trainee to move beyond mere instruction. Just how many trainees, or undergraduates for that matter, will read widely on the topic before tackling written assignments? Isn't this what we would expect of accomplished work by undergraduates? (The Russell Group of universities in the UK are making similar points and claiming that students from comprehensive schools are encouraged by their teachers to opt for the "soft" subjects, whilst private schools are pushing for the "hard" subjects, and this is related more to league tables rather than equality in education).

Many years ago in the UK , I taught information and study skills, believing that learning how to learn is more important than just acquiring knowledge. In that sense I was following the model of European liberal-democratic and liberal-humanist thought since the 18th century. I still believe it is the best way, but freedom from external constraints is not a feature of most education. Even if one designs one's own curriculum by choosing say, interesting undergraduate credit courses at university, students will be advised of options that fit neatly together. In other words, a student of electronic engineering would be expected to study physics rather than social anthropology. So there are philosophical, pedagogic and practical reasons for courses courses to be designed in a particular way. But then you know this as you have designed your own teacher-training programme.

I really do not accept that CELTA, based on my direct experience of the programme, suppresses any inborn capacity to demonstrate a set of skills that either the learner has brought with them through life/work experience or has learned as part of the course. The rights of learners to determine the direction of their own learning should not mean a free-for-all, where anything goes.

Several years ago I chose CELTA because it matched my needs. Before choosing CELTA I did research many courses offered by a range of providers. Apart from some online TEFL courses, where the user can, to some extent, determine their own pace and when to study, I found nothing that would support the concept of autonomous learning. I would be interested in seeing details about any other TEFL courses where you feel, personally, that learner autonomy is widely practised. This would be helpful as valid alternatives to the dominance of CELTA and Trinity ESOL in the marketplace.