In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript "How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs" (EJ1257238) and elaborate the ways in which we work…

This essay reviews the Geographical section of the "International Handbook of Jewish Education" published in 2011. The differences between countries, their unique histories and cultures, are important, but their similarities are arguably more revealing. Indeed, on occasions when similar phenomena are examined in different places by different…

Scholars tend to explain or predict China English's rhetorical strategies on the basis of Chinese discourse and cultural preferences. This inference model, I argue, falls short in studying the Chinese variety of English because, first, it essentializes both China English and Chinese, treating their discursive strategies as two easily…

This article argues for a reconceptualization of Second Language Acquisition (SLA) research that would enlarge the ontological and empirical parameters of the field. We claim that methodologies, theories, and foci within SLA reflect an imbalance between cognitive and mentalistic orientations, and social and contextual orientations to language, the…

Firth and Wagner's (1997) call for a more socially and contextually situated view of second language acquisition (SLA) research has generated a great deal of discussion and debate, a summary of which is offered in this reflective commentary. Given the individualistic, cognitive origin of the SLA field, such controversy is entirely understandable.…

This article discusses three claims of the Graded Salience Hypothesis presented in Rachel Giora's book "On our mind". It is argued that these claims may give second language researchers the chance to revise the way they think about word meaning, the literal meaning-figurative meaning dichotomy and the role of context in language…

Discusses preliminary observations on the notion of "tension" as an inevitable agent of developmental change and to show that at the source of tension are constraints of epistemological, semiotic, learning, and environmental nature. Focuses on four constraints that exert inevitable and pedagogically fruitful tension on classroom teaching.…

Challenges the use of authentic language in the classroom, arguing that it is largely impossible to use authentic language in the classroom because the classroom itself cannot provide the contextual conditions necessary for the text to be authenticated by the learners. (Author/VWL)

Argues that Firth and Wagner are justified in arguing that a broader, context-sensitive, participant-sensitive, generally sociolinguistic orientation might prove beneficial for second language acquisition research. Demonstrates a skepticism as to whether greater insights into second language learning will necessarily influence the process. (13…

Many second-language learners in their early stages of development are known to make an extensive use of prefabricated formulae. These formulae are extracted holistically from the input and memorized by rote. Learners can learn to use expressions that are far beyond their current knowledge of syntax and vocabulary, by guessing their meaning from…

Argues that the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. Suggests that it is time to replace CLT as the central paradigm in language teaching with a context approach. Concludes by outlining features of the context…

Responds to an earlier article that argues that the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. Suggests that it is time to replace CLT as the central paradigm in language teaching with a context approach. (Author/VWL)

Responds to comments made by Jeremy Harmer about an earlier article written by the author that argued the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. (Author/VWL)

Proposes that different contexts occur in second-language (L2) classrooms and that repair is organized differently within each context. Suggests that within each context a particular pedagogical focus combines with a particular organization of repair that is appropriate to that focus. The organization of repair within each context is sketched and…

Argues that social language should be delayed in a second language course until a core of factual language has been built up. The article presents an account of verb-form clustering and of some of the problems caused by discrete treatment of verb forms. It also suggests how to implement verb clustering within the context of syllabus design. (11…