We invite you to an event hosted by the School of Cultures Languages and Linguistics, presented by our new Senior Lecturer in German, Dr Diana Feick (picture). The bulk of the scholarship on Learner Autonomy in the foreign language classroom focuses mainly on the individual learner. However, established measures of fostering learner autonomy have reached their limits of their usefulness when it comes to classroom-based learning and teaching contexts. This observation motivated my investigation into the socio-interactional nature of learner autonomy. I studied a group work situation of a mobile phone video project with 13 Mexican adult learners of German as a Foreign Language. The aim was to examine autonomy, heteronomy and participation in L2 classroom negotiations. These constructs have been shown to be highly influential to second language learning (Lave & Wenger 1991, Little 2000, O ÏLeary 2014, Schmenk 2008, Thornbury 2012). The data unveil a strong link between individual interaction styles, different types of participation, group discourse patterns and the display of group autonomy and/or personal autonomy. The study's outcome is an empirically grounded, theoretical model of social autonomy in the L2 classroom. Its practical implications will be taken into consideration.