Autonomy in Language Education

Introduction

Manuel Jimenez Raya (University of Granada, Spain) & Flavia Vieira (University of Minho, Portugal)

Part 1. Historical and theoretical avenues

1. The discourse of Holec's Autonomy and foreign language learning

David M. Palfreyman (Zayed University, Dubai)

2. From language learning strategy research to a sociocultural understanding of self-regulated learning

Xuesong (Andy) Gao & Jingjing Hu (University of Hong Kong)

3. Advising for language learner autonomy: theory, practice, and future directions

Jo Mynard (Kanda University of International Studies, Japan)

4. A framework for learning beyond the classroom

Hayo Reinders (Unitec, New Zealand)

5. Autonomy in the age of multilingualism

Phil Benson (Macquarie University, Australia) & Terry Lamb (University of Westminster, UK)

6. Learner autonomy and Holec's model: a complexity perspective

Garold Murray (Okayama University, Japan)

Part 2. Research and practical avenues

7. Autonomy in language learning in Brazil: an exploratory review

Vera Lucia Menezes de Oliveira e Paiva & Junia de Carvalho Fidelis Braga (Federal University of Minas Gerais, Brasil)

8. Seeing language learner autonomy in young learners' visual narratives

Alice Chik (Macquarie University, Australia) & Silvia Melo-Pfeifer (University of Hamburg, Germany)

9. From there to autonomy: an autoethnobiography of ALMS

Leena Karlsson & Fergal Bradley (University of Helsinki, Finland)

10. The changing role of self-access in fostering learner autonomy

Katherine Thornton (Otemon Gakuin University, Japan)

11. Self-access language centres: practices and research perspectives

Maria Giovanna Tassinari & J. Javier Martos Ramos

12. A study into pre-service FL teachers' perceptions of their willingness, ability and opportunity to promote learner autonomy

Borja Manzano Vazquez (University of Granada, Spain)

13. Initial teacher education for autonomy: using possible selves theory to help student teachers construct their professional identity

Manuel Jimenez Raya (University of Granada, Spain)

14. Language teacher education for autonomy: the role of inquiry in practicum experiences

Flavia Vieira (University of Minho, Portugal)

Avenues for autonomy: concluding remarks

Manuel Jimenez Raya (University of Granada, Spain) & Flavia Vieira (University of Minho, Portugal)

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Learner Autonomy;Language Learning;Practice;Self-access Centre;Research;Modern Languages;Theory;Complex Dynamic Systems Theory;Education;SALL;Language;Professional Development;Autonomy;Language Learning Strategy Research;Vieira;Elt;Raya;Peer Group Mentoring;language pedagogy;Reflective Practice;teacher education;Self-Access Learning;language education;Social Learning Spaces;political developments;Advising Sessions;self-regulated learning;Language Learning Process;Foreign Language Classrooms;Language Learning Autonomy;Self-directed Learning;Student Teachers;Foreign Language Learning;Face To Face;CBT;Pre-service FL Teacher;Self-access Facilities