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This volume of essays offers innovations in teaching Chaucer in higher education from a range of scholars and practitioners experienced in dealing with students often made anxious by poetry perceived as textually, linguistically and culturally different from contemporary texts. The projects explored in this study focus on a student-centred, active learning designed to enhance independent research skills and critical thinking. These studies also seek to establish conversations - between teachers and learners, students and their peers, and students and their texts.