Manuel Jiménez Raya is Professor of Applied Linguistics at the University of Granada (Spain). His main research interests are pedagogy for autonomy and language teacher education. He has co-authored the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).Flávia Vieira is full Professor at the University of Minho (Portugal). She works in the fields of language teacher education, supervision, and pedagogy in HE. She is co-author of the books Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development (Mouton de Gruyter, 2015) and Mapping Autonomy in Language Education. A Framework for Learner and Teacher Development (Peter Lang, 2017).

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• IntroductionManuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)Part 1. Historical and theoretical avenues1. The discourse of Holec’s Autonomy and foreign language learningDavid M. Palfreyman (Zayed University, Dubai)2. From language learning strategy research to a sociocultural understanding of self-regulated learningXuesong (Andy) Gao & Jingjing Hu (University of Hong Kong)3. Advising for language learner autonomy: theory, practice, and future directionsJo 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 multilingualismPhil Benson (Macquarie University, Australia) & Terry Lamb (University of Westminster, UK)6. Learner autonomy and Holec’s model: a complexity perspectiveGarold Murray (Okayama University, Japan)Part 2. Research and practical avenues 7. Autonomy in language learning in Brazil: an exploratory reviewVera 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 narrativesAlice Chik (Macquarie University, Australia) & Silvia Melo-Pfeifer (University of Hamburg, Germany)9. From there to autonomy: an autoethnobiography of ALMSLeena Karlsson & Fergal Bradley (University of Helsinki, Finland)10. The changing role of self-access in fostering learner autonomyKatherine Thornton (Otemon Gakuin University, Japan)11. Self-access language centres: practices and research perspectivesMaria Giovanna Tassinari & J. Javier Martos Ramos 12. A study into pre-service FL teachers’ perceptions of their willingness, ability and opportunity to promote learner autonomyBorja Manzano Vázquez (University of Granada, Spain)13. Initial teacher education for autonomy: using possible selves theory to help student teachers construct their professional identity Manuel Jiménez Raya (University of Granada, Spain)14. Language teacher education for autonomy: the role of inquiry in practicum experiencesFlávia Vieira (University of Minho, Portugal)Avenues for autonomy: concluding remarksManuel Jiménez Raya (University of Granada, Spain) & Flávia Vieira (University of Minho, Portugal)