With a forward-looking and problem-solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching--namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple…

The awarding organizations that create and administer high-stakes assessments for beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish in England provide optional topic-driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful…

Language teachers are expected to engage in classroom assessment practices and report on learners' progress aligned with proficiency standards, as well as prepare learners for external examinations. The term "language assessment literacy" (LAL) describes what the constituency of language instructors needs to know about assessment…

Target varieties for language learning are contentious in applied linguistics and sociolinguistics. Debates centre on the nature and utility of alternative norms. Approximation to 'native speaker' practices is the hallmark of language education. Thus, policy and pedagogy frequently orient toward achieving native-like production. While many…

Through examination of one recently manufactured term for language learners (Long-term English Learners) and review of a century of "MLJ" articles, we examine varying "socioinstitutional" conceptualizations of second/foreign/heritage language learners as shaped by educational institutions and related stakeholders over time,…

Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state-of-the-art review of UK research on second language (L2) learning motivation and…

In 2006, Graddol predicted that numbers of "English as a foreign language" learners would begin to decline through the second decade of this century, as global English achieves basic skill status for children entering education in more societies across the world. As he further noted, having skills in additional languages may thus offer a…

Describes The Gambia's efforts to attain a viable language and literacy program. Priority areas for language teaching are teacher training programs, specialized training in development of materails, and an intensive English program to allow students to become fluent at an early age. (BK)

This group of articles contains a discussion and commentaries on implications of language education policies for language study in schools and universities. The situation in Africa, Europe, Japan, and Latin America are highlighted. (Author/VWL)

Leaders of national organizations representing foreign language teachers have strongly criticized some of the ideas and planning behind a National Foreign Language Center that is being established in the District of Columbia. Complaints involve: information lags, lack of association participation in program development, competition with other…

The use of task forces and commissions to address problems and issues in foreign studies in recent years has meant minimal change in policy or activity. However, it is now up to the profession to follow up the recommendations made and create new alliances within the profession for the needed changes. (MSE)

Explores questions related to who educational policymakers are in the United States, the policies that they make, and the implications of these policies for foreign languages. Six commentaries are provided in response to the topic. (Author/VWL)