Preface Introduction Part I: The Autonomy Classroom In Practice: An Example From Lower Secondary Education 1. Using the Target Language: Spontaneity, Identity, Authenticity 2. Interaction and Collaboration: The Dialogic Construction of Knowledge 3. Letting Go and Taking Hold: Giving Control to the Learners 4. Evaluation: The Hinge on Which Learner Autonomy Turns Part II: Language Learner Autonomy: Evidence Of Success 5. Exploring Learning Outcomes: Some Research Findings 6. Language Learner Autonomy and Inclusion: Two Case Studies Part III: Language Learner Autonomy: Meeting Future Challenges 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals Conclusion References
David Little is Associate Professor Emeritus and Fellow Emeritus at Trinity College Dublin, Ireland. He has been a regular contributor to the Council of Europe's language education projects since the 1980s. In 2010, the National University of Ireland awarded him an honorary doctorate in recognition of his contribution to language education in Ireland and further afield. Leni Dam works as a freelance pedagogical advisor for pre- and in-service language teachers. She is a committee member of the Learner Autonomy Special Interest Group within IATEFL. In 2004, she received an honorary doctorate in pedagogy from Karlstad University, Sweden in recognition of her innovative work in language teaching. Lienhard Legenhausen is Professor Emeritus, Westfalische Wilhelms-Universitat Munster, Germany and Visiting Professor, National Bohdan Khmelnytsky University of Cherkasy, Ukraine. He is a committee member of IATEFL's Learner Autonomy Special Interest Group.
This book connects theory and practice in a way that is rare in writing about language learner autonomy. Based on more than 25 years of research and practice, it is an invaluable source on strategies for autonomy in the language classroom. Chapters on autonomy and inclusion extend our understanding of strategies for teaching students with behavioural difficulties and new migrants. Phil Benson, Macquarie University, Australia At last, we have a book-length synthesis of a longstanding and hugely influential body of work on language learner autonomy. Firmly grounded in accounts of actual classrooms and rich in illustrative detail and empirical evidence, the book integrates theory, practice, research, and teacher education in a clear, coherent and compelling manner. Ema Ushioda, University of Warwick, UK A rich resource for language teachers, language teacher educators, and researchers! Detailed descriptions of successful autonomous learning techniques and materials (extremely useful for practitioners) are followed by insights into the theoretical framework and research basis of language learner autonomy. Practical examples for preparing teachers to create an autonomy classroom are especially welcome. Anna Uhl Chamot, The George Washington University, USA
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