Preface

Part 1. Introduction Foreword / Henri Holec Introduction to this volume / Terry Lamb

Part 2. Concepts Teachers' and learners' perspectives on autonomy / Phil Benson Freedom - a prerequisite for learner autonomy? : Classroom innovation and language teacher education / Turid Trebbi The shifting dimensions of language learner autonomy / Ernesto Macaro Learner autonomy - teacher autonomy : Interrelating and the will to empower / Willian La Ganza

Part 3. Realities Teacher-learner autonomy : Programme goals and student-teacher constructs / Richard Smith and Sultan Erdoǧan The subjective theories of student teachers : Implications for teacher education and research on learner autonomy / Hélène Martinez Learners talking : From problem to solution / Sara Cotterall and David Grabbe Roles learners believe they have in the development of their language learning - autonomy included? / Christine Siqueira Nicolaides Autonomous teachers, autonomous cognition : Developing personal theories through reflefction in language teacher education / Penny Hacker and Gary Barkhuizen

Part 4. Responses Teachers working together : what do we talk about when we talk about autonomy? / Jonathan Shaw Materials evaluation and teacher autonomy / Hayo Reinders and Marilyn Lewis Teacher education towards teacher (and learner) autonomy : What can be learnt from teacher development practices? / Flavia Vieira, Isabel Barbosa, Madalena Paiva, Isabel Sandra Fernandes Multiple voices : negotiating pathways towards teacher and learner autonomy / Barbara Sinclair

Part 5. Epilogue Learner autonomy and teacher autonomy : Synthesizing an agenda /
Terry Lamb

"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." (Book Cover) "