Frontmatter -- Contents -- Preface -- Introduction -- Part 1: Learner Autonomy -- 1. Autonomy and the Distance Language Learner -- 2. Critical Reflection and Autonomy: A Study of Distance Learners of French, German and Spanish -- 3. Theoretical and Practical Issues in the Promotion of Collaborative Learner Autonomy in a Virtual Self-access Centre -- Part 2: Learner Perspectives and Support -- 4. Towards a Learner-based Theory of Distance Language Learning: The Concept of the Learner-Context Interface -- 5. Feedback in Distance Language Learning: Current Practices and New Directions -- 6. A Framework for Supporting Students Studying English via a Mixed-mode Delivery System -- Part 3: Development of Intercultural Competence -- 7. Assessing Intercultural Competence Gain in a German Distance Learning Course for Adults -- 8. Developing Professional Intercultural Communicative Competence: Reflections on Distance Learning Programmes for Language Educators and Translators/Interpreters in Bulgaria -- Part 4: Methodology and Course Design -- 9. Methods: Some Basic Considerations -- 10. Course Design for the Distance Learner of Spanish: More Challenges than Meet the Eye -- Part 5: Learning Environments -- 11. Learner Autonomy and Course Management Software -- 12. Chatlines for Beginners: Negotiating Conversation at a Distance -- 13. Making Online Students Connect: Ethnographic Strategies for Developing Online Learning Experiences -- 14: From Parrots to Puppet Masters: Fostering Creative and Authentic Language Use with Online Tools -- 15. The Challenges of Implementing Online Tuition in Distance Language Courses: Task Design and Tutor Role -- Part 6: Language Teacher Development -- 16. Closing the Distance: Compensatory Strategies in Distance Language Education -- 17. PLEASE (Primary Language Teacher Education: Autonomy and Self-Evaluation) -- 18. Exploring Zones of Interactivity in Foreign Language and Bilingual Teacher Education -- Notes on Contributors -- Index -- Subjects