This book examines how autonomy in language learning is fostered and constrained in social settings through interaction with others and various contextual features. With theoretical grounding, the authors discuss the implications for practice in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

This book examines how autonomy in language learning is fostered and constrained in social settings through interaction with others and various contextual features. With theoretical grounding, the authors discuss the implications for practice in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

In sixteen unabridged stories by students, teachers and administrators, this narrative inquiry provides advice for language professionals developing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining language learning beyond the classroom.