Involving language learners

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This collection of papers explores various perspectives on learner autonomy, reflecting the optimistic discussions from the IATEFL Learner Autonomy SIG conference in Essen, November 2011. Featuring research and success stories from practitioners, it serves as a valuable resource for researchers, teachers, and trainee teachers. The introduction sets the stage, followed by personal accounts and principles of autonomous language learning. Contributions examine the development of learner autonomy at the tertiary level, highlighting guidance and reflective practices in higher education. The assessment section discusses dynamic models for learner autonomy and the significance of self-assessment in fostering learning. Teacher autonomy is addressed through studies in German teacher education and professional development for EFL student teachers. Related concepts include the role of language learner autonomy in promoting plurilingualism and the use of storytelling to encourage autonomy in primary classrooms. Additional success stories illustrate practical applications of learner autonomy, including strategies for mixed-ability classes, fostering autonomy among migrant children, and insights into learners' perceptions of autonomy and constraints. The collection ultimately emphasizes the importance of learner autonomy in diverse educational contexts.