Table of Contents

• 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

Author information

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, Westfälische Wilhelms-Universität Münster, Germany and Visiting Professor, National Bohdan Khmelnytsky University of Cherkasy, Ukraine. He is a committee member of IATEFL’s Learner Autonomy Special Interest Group.