Survey Review: recent publications on autonomy in language learning

Introduction This survey review considers seven recent publications relating to autonomy in language learning. For the purpose of this review, they have been grouped into three categories, as follows: 1) Collections of articles about autonomy in language learning, and research studies in the field 2) Books intended as practical guides on implementing specific aspects of autonomy in language learning 3) Collections of materials or tasks intended to inspire practitioners of autonomy in language learning. All of these publications have in common a concern with autonomy in language learning. Some focus on the practical application and manifestations of autonomy in a variety of contexts, while others reflect more abstract aspects of the concept. The aims of this review are to consider the extent to which these books make a contribution to our understanding of autonomy in language learning, and to assess the usefulness of each publication for a variety of readers, such as novice teachers, experienced teachers, students on teacher education programmes , and managers of language learning facilities. Background Educationalists in the West have been advocating the development of learner responsibility as an educational goal since the early sixties, since when there has been an increasing interest in developing 'learning skills', 'key skills', and 'life-long learning' in all sectors of education. Rather later, the language teaching profession took up the cause, and in the last 20 years or so has made great progress in the exploration and implementation of the promotion of learner autonomy. This has led to a growing focus on what has been called by some 'learner training' (or 'learning to learn', 'learner development', etc.) in language courses and published materials. In addition, the establishment of self-access and learner resources centres, the increase in distance learning programmes, and a greater involvement of IT in language teaching, all demonstrate this professional concern with empowering learners to be more effective and more independent in their language learning. A closer look at the ways in which autonomy is described in different educational contexts around the world, however, reveals variations in its interpretation as a concept, both in relation to education and to its wider social and political context. The study of learner autonomy is not, then, a simple matter, but one which requires careful interpretation of the particular cultural, social, political, and educational context in which that study is located.