Chapter 9. Selected Excerpts from Interviews with Leni Dam on Different Aspects of the Autonomous Classroom
Leni Dam, introduced and organized by Annika Albrecht and Katja Heim
Leni Dam, introduced and organized by Annika Albrecht and Katja Heim
Abstract
This chapter brings together selected, thematically organised excerpts from interviews with Leni Dam that illuminate core principles of the autonomous classroom across different educational contexts, with particular attention to inclusion and learner diversity. Drawing on interviews conducted with pre-service primary EFL teachers, experienced educators, and researchers, the chapter presents Leni Dam’s reflections on learner autonomy, group dynamics, assessment, target language use, the role of textbooks, and inclusive pedagogy. Rather than a single continuous interview, the chapter is structured around key themes and authentic questions, allowing readers to engage directly with Leni Dam’s thinking through her own words. The excerpts illustrate how autonomy-supportive practices—such as logbooks, umbrella activities, shared responsibility, and reflective evaluation—create learning environments in which all learners can participate meaningfully, regardless of proficiency level or personal challenges. By grounding theory in classroom experience, the chapter offers both inspiration and practical guidance for teachers seeking to implement autonomous language learning in realistic, curriculum-bound settings.
About the Authors
In 1973, Leni Dam started reforming her own English classes in a Danish elementary school south of Copenhagen by taking her first steps towards developing language learner autonomy. In 1995, her first book, Learner Autonomy: From Theory to Classroom Practice, came out. Since then, she has published extensively on the topic. One of her latest publications is “Learner Autonomy- Theory, Practice and Research” (2017), together with David Little and Lienhard Legenhausen. Apart from spreading the word about language learner autonomy via publications, she has run workshops and given numerous talks worldwide. Apart from being a teacher, she held the post of in-service teacher trainer at the Royal Academy for Teachers in Denmark. In 2004, she received an honorary PhD in pedagogy from Karlstad University, Sweden. She is now a freelancer.
Annika Albrecht, who holds an MSc in Organizational and Behavioral Psychology, is a teacher trainer with a strong focus on autonomous language learning and Montessori education. She is the Director of Didactics at a Montessori school and teaches Undergraduate courses in the EFL Teacher Training program at the University of Potsdam. She combines school leadership, hands-on classroom practice, and academic expertise. She is also the author of innovative learning materials for English as a Foreign Language. Her professional interests center on exploring how skill variety and creativity feed into high-quality motivation in the EFL classroom.
Katja Heim is a professor of English didactics at Freie Universität Berlin. She is a trained secondary school teacher for the subjects English Language Learning and Chemistry, and has done extensive research in primary and secondary English teaching. Katja has explored possibilities for making English lessons more autonomy supportive since the beginning of her academic career in the year 2000. She has been a member of IATEFL’s Learner Autonomy Special Interest Group since 2010 and has, since then, co-organized several international events. This is her second co-edited volume in the field of language learner autonomy.
Citation
Dam, L., Albrecht, A., & Hein, K. (2025). Selected excerpts from interviews with Leni Dam on different aspects of the autonomous classroom In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 200-211). Candlin & Mynard. https://doi.org/10.47908/40/9
This chapter brings together selected, thematically organised excerpts from interviews with Leni Dam that illuminate core principles of the autonomous classroom across different educational contexts, with particular attention to inclusion and learner diversity. Drawing on interviews conducted with pre-service primary EFL teachers, experienced educators, and researchers, the chapter presents Leni Dam’s reflections on learner autonomy, group dynamics, assessment, target language use, the role of textbooks, and inclusive pedagogy. Rather than a single continuous interview, the chapter is structured around key themes and authentic questions, allowing readers to engage directly with Leni Dam’s thinking through her own words. The excerpts illustrate how autonomy-supportive practices—such as logbooks, umbrella activities, shared responsibility, and reflective evaluation—create learning environments in which all learners can participate meaningfully, regardless of proficiency level or personal challenges. By grounding theory in classroom experience, the chapter offers both inspiration and practical guidance for teachers seeking to implement autonomous language learning in realistic, curriculum-bound settings.
About the Authors
In 1973, Leni Dam started reforming her own English classes in a Danish elementary school south of Copenhagen by taking her first steps towards developing language learner autonomy. In 1995, her first book, Learner Autonomy: From Theory to Classroom Practice, came out. Since then, she has published extensively on the topic. One of her latest publications is “Learner Autonomy- Theory, Practice and Research” (2017), together with David Little and Lienhard Legenhausen. Apart from spreading the word about language learner autonomy via publications, she has run workshops and given numerous talks worldwide. Apart from being a teacher, she held the post of in-service teacher trainer at the Royal Academy for Teachers in Denmark. In 2004, she received an honorary PhD in pedagogy from Karlstad University, Sweden. She is now a freelancer.
Annika Albrecht, who holds an MSc in Organizational and Behavioral Psychology, is a teacher trainer with a strong focus on autonomous language learning and Montessori education. She is the Director of Didactics at a Montessori school and teaches Undergraduate courses in the EFL Teacher Training program at the University of Potsdam. She combines school leadership, hands-on classroom practice, and academic expertise. She is also the author of innovative learning materials for English as a Foreign Language. Her professional interests center on exploring how skill variety and creativity feed into high-quality motivation in the EFL classroom.
Katja Heim is a professor of English didactics at Freie Universität Berlin. She is a trained secondary school teacher for the subjects English Language Learning and Chemistry, and has done extensive research in primary and secondary English teaching. Katja has explored possibilities for making English lessons more autonomy supportive since the beginning of her academic career in the year 2000. She has been a member of IATEFL’s Learner Autonomy Special Interest Group since 2010 and has, since then, co-organized several international events. This is her second co-edited volume in the field of language learner autonomy.
Citation
Dam, L., Albrecht, A., & Hein, K. (2025). Selected excerpts from interviews with Leni Dam on different aspects of the autonomous classroom In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 200-211). Candlin & Mynard. https://doi.org/10.47908/40/9
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Information About the Book
Title: Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership Editors: Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker Read more... |