Successful language teaching is recognised as engaging with learner and teacher autonomy. Reconstructing Autonomy in Language Education provides a critical reinterpretation of what is meant by this engagement. Fourteen grounded research projects concerned with teacher and learner education, classroom practice, self-access learning and teacher collaboration in local Asian, European and American settings are complemented by three extensive commentaries helping readers to engage with subjects dealt with in the research, and two overview chapters. The contributors have extensive firsthand teaching and research experience in the field.
The resulting innovative, self-reflexive approach to this central concern of the reconstruction and practice of autonomy in language education should benefit researchers and teachers in pre-service and in-service MA or other professional training and development.