Volume 13, Number 2, March 2022. Special Issue: Papers from the AILA 2021 Symposium
Edited by Kerstin Dofs and Diego Mideros
Articles
- Introduction by Kerstin Dofs and Diego Mideros (177–181) [Full text] [PDF]
- Complexity in Advising for Language Learning: From Theory to Practice by Maria Giovanna Tassinari (182–199)[Full text] [PDF]
- A Complex Dynamic Model of Autonomy Development by Larissa Borges (200–223) [Full text] [PDF]
- Concealing Identity Strategy: An Autonomous Chinese-Speaking Sojourner’s Linguistic and Social Involvements in a Religious Social Setting in The UK by Xinyang Lu, Vanessa Mar-Molinero, and Vicky Wright (224–247) [Full text] [PDF]
- Teacher Roles in Promoting Out-of-Class Learning: Lessons From a Spanish for Specific Purposes Course by Diego Mideros (248–261)[Full text] [PDF]
- Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy by Manuel Jiménez Raya and Borja Manzano Vázquez (262–285) [Full text] [PDF]
- Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study by Larissa Borges and Eduardo Castro (286–304) [Full text] [PDF]
Summaries and Reviews
- Groningen 2021 by Diego Mideros and Kerstin Dofs (305–306) [Full text] [PDF]
- Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco, reviewed by Kerstin Dofs. (307–308) [Full text] [PDF]
- AILA ReNLA Newsletter: AILA Congress in Groningen 2021 [PDF]
Cover image: Rijksuniversiteit Groningen (Wutsje / Wikimedia Commons / CC BY-SA 3.0)
SiSAL Journal 