ABSTRACT
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.
TABLE OF CONTENTS
part 71|87 pages
Urban spaces
chapter 2|20 pages
Collective autonomy and multilingual spaces in super-diverse urban contexts
chapter 4|17 pages
Learning a language for free
part 952|48 pages
Teacher education spaces
chapter 7|16 pages
Teacher education for autonomy
chapter 8|15 pages
Language students designing a learning project for children
part 1433|56 pages
Classroom spaces and beyond
chapter 12|20 pages
Time, space and memory in the teaching and learning of English within a Brazilian juvenile detention centre
part 1994|48 pages
Institutional spaces
chapter 13|18 pages
Spaced out or zoned in?
chapter 14|14 pages
Autonomous learning support base
part 2475|16 pages
Conclusion