Language Learner Autonomy

This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education.

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.

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.

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.

Language Learner Autonomy is a refreshing take on a topic which has been debated and discussed for a long time. The authors are clearly passionate about what they feel is the best way for achieving autonomous learning. The book is a very worthwhile read for anyone involved in language education and offers much food for thought on the role we assign to learners for their own learning.

This is an excellent book and one that will become a key reference for language teachers and researchers. It draws upon years of dedicated practice, research and collaborative theorising. It shares some important and compelling theoretical ideas supported by research-based principles and practical applications. In addition, it suggests some future directions.

For readers who are seeking to find answers to widespread educational challenges such as lack of learners’ motivation, low TL proficiency achievements or the inclusion of students with different educational needs, this is a must-read book.

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.