ABSTRACT
In this chapter, the authors examine the implications the theoretical and methodological leanings have first for theory development, then for possible future inquiries and, finally, for pedagogical practice. They take a step back in order to get a view of the diverse collection of papers as a whole and to reflect on what they might tell them about space, place and autonomy in language learning. While autonomy might be interpreted as freedom enabling the elements to reorganise, the authors suggest that autonomy could be viewed as providing a metaphorical space in which the various elements can move around and realign. Elements that play a role in the creation of learning spaces and places are feelings and emotions. Universities around the world are currently investing huge sums of money into not only the creation of various types of formal learning centres but also informal spaces in which learners can come together in order to learn with and from each other.
