This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The chapters look at different aspects of learner autonomy that are not necessarily based in the classroom but which nonetheless support both students and educators as they become more autonomous in their practise. The findings that are presented throughout the chapters pay special attention to the 'social turn' in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades.