Contents

pp v-vi

List of contributors

pp vii-vii

Acknowledgements

pp viii-viii

Preface

pp ix-x

Introduction

pp 1-6

Part A - Meaning-making inside and between the people in the classroom

pp 7-10

1 - Inside, between and beyond: agency and identity inlanguage learning

pp 11-28

2 - Self issues and motivated behaviour in language learning

pp 29-44

3 - Engaging adult learners: what ELT can learn from neuroscience and educational theory

pp 45-61

4 - The learning body

pp 62-78

5 - Putting our Trust in the learner

pp 79-94

6 - Understanding language learner narratives

pp 95-110

7 - Listening to and learning from our learners

pp 111-126

Part B - Meaningful classroom activity

pp 127-130

8 - Memory and vocabulary acquisition

pp 131-142

9 - Winnowing the past: towards a principled eclecticism

pp 143-160

10 - Communicative Language Teaching in the twenty-first century: the ‘Principled Communicative Approach’

pp 161-171

11 - Adapting ways for meaningful action: ZPDs and ZPAs

pp 172-189

12 - Complex systems and technemes: learning as iterative adaptations

pp 190-201

13 - The Inner Workbench: learning itself as a meaningful activity

pp 202-218

Part C - Frameworks for meaningful language learning

pp 219-221

14 - Renting language in the ownership society: reflections on language use and language learning in a multilingual world

pp 222-240

15 - Control and initiative: the dynamics of agency in the language classroom

pp 241-251

16 - From language learner to learning advisor

pp 252-270

17 - A dilemma of prediction: how teacher education is ‘piped’ to classroom teaching and student learning

pp 271-286

18 - Individual and organizational learning: exploring the psycho-social dynamics of change

pp 287-303

Epilogue: A way with words – perspectives on the contributions and influence of Earl W. Stevick

pp 304-311

Appendix: Words of tribute to Earl Stevick

pp 312-321

Index

pp 322-331