This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries. In their studies, these researchers examine physical, virtual and metaphorical learning spaces from a wide range of theoretical and interdisciplinary perspectives (semiotic, ecological, complexity, human geography, linguistic landscapes, mediated discourse analysis, sociocultural, constructivist and social constructivist) and methodological approaches. The book traces its origins to the first-ever symposium on space, place and autonomy, which was held at the International Association of Applied Linguistics (AILA) 2014 World Congress in Brisbane. The final chapter, which presents a thematic analysis of the papers in this volume, discusses the implications for theory development, further enquiry, and pedagogical practice.

chapter 1|6 pages

Space, place and autonomy in language learning

An introduction

part 952|48 pages

Teacher education spaces

chapter 7|16 pages

Teacher education for autonomy

Case pedagogy as an empowering interspace between reality and ideals

chapter 8|15 pages

Language students designing a learning project for children

A matter of managing multiple attention spaces

chapter 9|15 pages

Naoko’s story

One autonomous learner’s journey through time and space

part 1433|56 pages

Classroom spaces and beyond

chapter 11|17 pages

Creating spaces for learning

Structure and agency in EST course design

part 1994|48 pages

Institutional spaces

chapter 13|18 pages

Spaced out or zoned in?

An exploratory study of spaces enabling autonomous learning in two New Zealand tertiary learning institutions

chapter 14|14 pages

Autonomous learning support base

Enhancing autonomy in a TEFL undergraduate program

part 2475|16 pages