Supporting Independent Language Learning

Contents: Sophie Bailly/Maud Ciekanski: Learning as Identity in Practice: the Role of the Learner-Advisor Relationship in a Supported Self-directed Learning Structure - Marie-José Gremmo/Desirée Castillo: Advising in a Multilingual Setting: New Perspectives for the Role of the Advisor - Shawn Loewen: Autonomy and Language Learning Behaviour: the Role of Student Initiation in Meaning-focused L2 Lessons - Cynthia White: Robinson Crusoe and the Challenges of Supported Distance Language Learning - Bruce Morrison: Mapping a Self-access Language Learning Centre - Terry Lamb: Supporting Independence: Students' Perceptions of Self-management - Manuel Jiménez Raya: Autonomy Support through Learning Journals - Marina Mozzon-McPherson/Cathy Dantec: Managing Language Learning at University: an Analysis of a Strategy-based Training Programme - Sarah Toogood/Richard Pemberton: Scaffolding for Self-Access Language Learning and the FTG Model - Sabine Gläsmann: Buddy up! - Encouraging Online Collaboration in University Language Learning - Hayo Reinders: Supporting Independent Learning through an Electronic Learning Environment - Phil Benson/Jing Huang: Autonomy in Language Learning: a Thematic Bibliography.

The Editors: Terry Lamb is director of Initial Teacher Education at the University of Sheffield and convenor of the International Association of Applied Linguistics (AILA) Scientific Commission on Learner Autonomy in Language Learning.
Hayo Reinders is director of the English Language Self-Access Centre at the University of Auckland and Visiting Professor at Meiji University in Tokyo. He is co-editor of a journal for computer assisted language learning.