In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small "eikaiwa" (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came…

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship…

Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where 'pure' task-based teaching may be…

This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: 'translating' theory into practice and…

The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT)…

In this article I explore epistemological diversity in the field of second language acquisition (SLA) from the perspective that obtains if we examine the moral ends of research, and we ask: In what ways does epistemological diversity relate to enhancing the social value and educational relevance of the research generated by the instructed SLA…

This article explores how class might be brought to the fore as an identity inscription in studies of second language learning, alongside other identity inscriptions such as gender, ethnicity and national identity, which have been the focus of rather more research. It begins by clarifying what is meant by class through a brief discussion of the…

Instead of being completely arbitrary, the meaning of many idioms is "motivated" by their original, literal usage. In an FLT context, this offers the possibility of presenting idioms in ways that promote insightful learning rather than "blind" memorization. Associating an idiom with its etymology has been shown to enhance retention. This effect…

The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA…

If it is to be argued that self-access language learning centres (SACs) provide an efficient and effective alternative or complement to more traditionally accepted modes of language learning and teaching, it remains a serious concern that there is no research-based framework specifically developed for their evaluation. It is within the context of…