Introduction
Manuel Jimenez Raya (University of Granada, Spain) & Flavia Vieira (University of Minho, Portugal)
Part 1. Historical and theoretical avenues
1. The discourse of Holecs Autonomy and foreign language learning
David M. Palfreyman (Zayed University, Dubai)
2. From language learning strategy research to a sociocultural understanding of self-regulated learning
Xuesong (Andy) Gao & Jingjing Hu (University of Hong Kong)
3. Advising for language learner autonomy: theory, practice, and future directions
Jo Mynard (Kanda University of International Studies, Japan)
4. A framework for learning beyond the classroom
Hayo Reinders (Unitec, New Zealand)
5. Autonomy in the age of multilingualism
Phil Benson (Macquarie University, Australia) & Terry Lamb (University of Westminster, UK)
6. Learner autonomy and Holecs model: a complexity perspective
Garold Murray (Okayama University, Japan)
Part 2. Research and practical avenues
7. Autonomy in language learning in Brazil: an exploratory review
Vera Lucia Menezes de Oliveira e Paiva & Junia de Carvalho Fidelis Braga (Federal University of Minas Gerais, Brasil)
8. Seeing language learner autonomy in young learners visual narratives
Alice Chik (Macquarie University, Australia) & Silvia Melo-Pfeifer (University of Hamburg, Germany)
9. From there to autonomy: an autoethnobiography of ALMS
Leena Karlsson & Fergal Bradley (University of Helsinki, Finland)
10. The changing role of self-access in fostering learner autonomy
Katherine Thornton (Otemon Gakuin University, Japan)
11. Self-access language centres: practices and research perspectives
Maria Giovanna Tassinari & J. Javier Martos Ramos
12. A study into pre-service FL teachers perceptions of their willingness, ability and opportunity to promote learner autonomy
Borja Manzano Vazquez (University of Granada, Spain)
13. Initial teacher education for autonomy: using possible selves theory to help student teachers construct their professional identity
Manuel Jimenez Raya (University of Granada, Spain)
14. Language teacher education for autonomy: the role of inquiry in practicum experiences
Flavia Vieira (University of Minho, Portugal)
Avenues for autonomy: concluding remarks
Manuel Jimenez Raya (University of Granada, Spain) & Flavia Vieira (University of Minho, Portugal)
