Introduction: Starting Points for Reforming the Foreign Language Classroom
Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker
Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker
Abstract
Introduction: Starting Points for Reforming the Foreign Language Classroom positions the volume within a broader movement to transform foreign language education by strengthening learner agency, inclusivity, and meaningful communication. The introduction traces the historical and conceptual development of learner autonomy, from early work by Holec, Dam, Little, and Legenhausen to the evolving interpretations of the CEFR, and examines how policy, research, and practice have shaped the call for reform. It highlights the persistent tensions between curriculum coverage and deep learning, between grammar-led traditions and competence-oriented approaches, and between inclusive aspirations and everyday classroom realities.
The chapter also provides a guided overview of the book's three-part structure. Part I foregrounds the learner, with chapters exploring plurilingual identity, dialogue, personal learning environments, and the motivational power of extracurricular skills. Part II turns to teachers' responsibilities, presenting models of professional development, insights from inclusive education, growth-minded practices, and analyses of classroom discourse that reveal how autonomy is fostered—or hindered—through interaction. Part III showcases classroom innovations, from early steps toward autonomy in vocational settings to the use of agile methodologies to rebuild learner agency. The introduction concludes with reflections from interviews with Leni Dam, whose work continues to inspire teachers seeking practical entry points into autonomy-supportive pedagogy.
Bringing together history, critique, and concrete illustrative examples, the introduction frames the volume as both a call to action and a collection of promising pathways for reforming today’s foreign language classrooms.
About the Authors
Katja Heim is a professor of English didactics at the Free University in Berlin. She is a trained secondary school teacher for the subjects English as a Foreign Language 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.
Annika Albrecht, who holds an MSc in Organizational and Behavioral Psychology, is a lecturer and international teacher trainer with a strong focus on autonomous language learning and Montessori education. As Director of Didactics at a Montessori campus and lecturer in English teacher education 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.
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.
Carmen Becker is Professor of English Language Education and Dean of Studies at the School of Humanities and Education, TU Braunschweig, Germany. She has over 25 years’ experience in English language teaching, in-service teacher education, and transnational project management. Her research examines task design that fosters learner autonomy in prepared learning environments and makerspaces. She develops programs and materials for intercultural citizenship education and global learning in foreign language teacher education. Carmen leads the German teams for the Erasmus+ projects “Global Teachers for a Sustainable Future” and “Intercultural Citizenship Education through Teacher Education for the Mediation of Picturebooks.”
Citation
Heim, K., Dam, L., Albrecht, A., & Becker, C. (2025). Introduction: Starting points for reforming the foreign language classroom. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 5-16). Candlin & Mynard. https://doi.org/10.47908/40/i
Introduction: Starting Points for Reforming the Foreign Language Classroom positions the volume within a broader movement to transform foreign language education by strengthening learner agency, inclusivity, and meaningful communication. The introduction traces the historical and conceptual development of learner autonomy, from early work by Holec, Dam, Little, and Legenhausen to the evolving interpretations of the CEFR, and examines how policy, research, and practice have shaped the call for reform. It highlights the persistent tensions between curriculum coverage and deep learning, between grammar-led traditions and competence-oriented approaches, and between inclusive aspirations and everyday classroom realities.
The chapter also provides a guided overview of the book's three-part structure. Part I foregrounds the learner, with chapters exploring plurilingual identity, dialogue, personal learning environments, and the motivational power of extracurricular skills. Part II turns to teachers' responsibilities, presenting models of professional development, insights from inclusive education, growth-minded practices, and analyses of classroom discourse that reveal how autonomy is fostered—or hindered—through interaction. Part III showcases classroom innovations, from early steps toward autonomy in vocational settings to the use of agile methodologies to rebuild learner agency. The introduction concludes with reflections from interviews with Leni Dam, whose work continues to inspire teachers seeking practical entry points into autonomy-supportive pedagogy.
Bringing together history, critique, and concrete illustrative examples, the introduction frames the volume as both a call to action and a collection of promising pathways for reforming today’s foreign language classrooms.
About the Authors
Katja Heim is a professor of English didactics at the Free University in Berlin. She is a trained secondary school teacher for the subjects English as a Foreign Language 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.
Annika Albrecht, who holds an MSc in Organizational and Behavioral Psychology, is a lecturer and international teacher trainer with a strong focus on autonomous language learning and Montessori education. As Director of Didactics at a Montessori campus and lecturer in English teacher education 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.
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.
Carmen Becker is Professor of English Language Education and Dean of Studies at the School of Humanities and Education, TU Braunschweig, Germany. She has over 25 years’ experience in English language teaching, in-service teacher education, and transnational project management. Her research examines task design that fosters learner autonomy in prepared learning environments and makerspaces. She develops programs and materials for intercultural citizenship education and global learning in foreign language teacher education. Carmen leads the German teams for the Erasmus+ projects “Global Teachers for a Sustainable Future” and “Intercultural Citizenship Education through Teacher Education for the Mediation of Picturebooks.”
Citation
Heim, K., Dam, L., Albrecht, A., & Becker, C. (2025). Introduction: Starting points for reforming the foreign language classroom. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 5-16). Candlin & Mynard. https://doi.org/10.47908/40/i
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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... |