Contents -- Preface -- Introduction -- Chapter 1 Autonomy and the Distance Language Learner -- Chapter 2 Critical Reflection and Autonomy: A Study of Distance Learners of French, German and Spanish -- Chapter 3 Theoretical and Practical Issues in the Promotion of Collaborative Learner Autonomy in a Virtual Self-access Centre -- Chapter 4 Towards a Learner-based Theory of Distance Language Learning: The Concept of the Learner-Context Interface -- Chapter 5 Feedback in Distance Language Learning: Current Practices and New Directions -- Chapter 6 A Framework for Supporting Students Studying English via a Mixed-mode Delivery System -- Chapter 7 Assessing Intercultural Competence Gain in a German Distance Learning Course for Adults -- Chapter 8 Developing Professional Intercultural Communicative Competence: Reflections on Distance Learning Programmes for Language Educators and Translators/ Interpreters in Bulgaria -- Chapter 9 Teaching Foreign Language Skills by Distance Education Methods: Some Basic Considerations -- Chapter 10 Course Design for the Distance Learner of Spanish: More Challenges than Meet the Eye -- Chapter 11 Learner Autonomy and Course Management Software -- Chapter 12 Chatlines for Beginners: Negotiating Conversation at a Distance -- Chapter 13 Making Online Students Connect: Ethnographic Strategies for Developing Online Learning Experiences -- Chapter 14 From Parrots to Puppet Masters: Fostering Creative and Authentic Language Use with Online Tools -- Chapter 15 The Challenges of Implementing Online Tuition in Distance Language Courses: Task Design and Tutor Role -- Chapter 16 Closing the Distance: Compensatory Strategies in Distance Language Education -- Chapter 17 PLEASE (Primary Language Teacher Education: Autonomy and Self-Evaluation).

Chapter 18 Exploring Zones of Interactivity in Foreign Language and Bilingual Teacher Education -- Notes on Contributors -- Index.