This is a book about distance language learning. It aims to provide an overview of the field and takes a learner-centred approach to examining key issues within distance language contexts. The book has been written at a time of rapid change: opportunities for distance language learning are expanding around the world, and are attracting the attention of the public, policy makers and new providers. Language learners and language teachers have sensed the convenience and potential of the new learning environments in terms of improved access to and delivery of language learning experiences. While distance language learning creates an array of new advantages, it also places new demands on participants: to acquire new roles, and develop new skills. In spite of the growing presence of distance learning opportunities, and the eagerness to participate in these opportunities, the field of distance language learning remains little known and little understood. It is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Many of the key issues for distance language learning, however, relate to human factors which are common to both hi-tech and low-tech environments – factors that arise as learners attempt to establish and maintain an effective means of working within a distance learning context. The central argument developed here is that in order to understand language learning in distance education, it is crucial to maintain a focus on those who are most involved, the actual learners, and to explore the ways they respond to the demands and opportunities it presents.