This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book's scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
1. Preface; 2. Part 1. Introduction; 3. Foreword (by Holec, Henri); 4. Introduction to this volume (by Lamb, Terry); 5. Part 2. Concepts; 6. Teachers' and learners' perspectives on autonomy (by Benson, Phil); 7. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education (by Trebbi, Turid); 8. The shifting dimensions of language learner autonomy (by Macaro, Ernesto); 9. Learner autonomy - teacher autonomy: Interrelating and the will to empower (by La Ganza, William); 10. Part 3. Realities; 11. Teacher-learner autonomy: Programme goals and student-teacher constructs (by Smith, Richard); 12. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy (by Martinez, Helene); 13. Learners talking: From problem to solution (by Cotterall, Sara); 14. Roles learners believe they have in the development of their language learning - autonomy included? (by Nicolaides, Christine Siqueira); 15. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education (by Hacker, Penny); 16. Part 4. Responses; 17. Teachers working together: What do we talk about when we talk about autonomy? (by Shaw, Jonathan); 18. Materials evaluation and teacher autonomy (by Reinders, Hayo); 19. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? (by Vieira, Flavia); 20. Multiple voices: Negotiating pathways towards teacher and learner autonomy (by Sinclair, Barbara); 21. Part 5. Epilogue; 22. Learner autonomy and teacher autonomy: Synthesising an agenda (by Lamb, Terry); 23. Index