This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries. In their studies, these researchers examine physical, virtual and metaphorical learning spaces from a wide range of theoretical and interdisciplinary perspectives (semiotic, ecological, complexity, human geography, linguistic landscapes, mediated discourse analysis, sociocultural, constructivist and social constructivist) and methodological approaches. The book traces its origins to the first-ever symposium on space, place and autonomy, which was held at the International Association of Applied Linguistics (AILA) 2014 World Congress in Brisbane. The final chapter, which presents a thematic analysis of the papers in this volume, discusses the implications for theory development, further enquiry, and pedagogical practice.

'Our concepts and practices of time and space are socially constructed and understood by us, not as they were a decade ago, and not as they will a decade from now. Notions of classrooms, learning programs and centers, and educational institutions themselves are increasingly becoming challenged and re-imagined, and the theories and research from this volume can help guide our re-imaginings . . . readers will think differently of space and place.' — Joseph Falout, Nihon University, Japan

'Our concepts and practices of time and space are socially constructed and understood by us, not as they were a decade ago, and not as they will a decade from now. Notions of classrooms, learning programs and centers, and educational institutions themselves are increasingly becoming challenged and re-imagined, and the theories and research from this volume can help guide our re-imaginings . . . readers will think differently of space and place.' — Joseph Falout, Nihon University, Japan

Garold Murray is an associate professor in the Center for Liberal Arts and Language Education at Okayama University, Japan.

Terry Lamb is a professor of languages and interdisciplinary pedagogy and head of the Westminster Centre for Teaching Innovation at the University of Westminster, London, UK.