This article considers the relevance of language policy and planning (LPP) for language education in the United States in relation to the country's longstanding and continuing multilingualism. In reflecting on the U.S. context, one striking feature is the absence of a guiding overarching explicit national educational language policy. Language…

Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP), drawing on developments in computer-assisted language learning and applied linguistics, on the one hand, and on the pervasive use of technology in academic and professional communication, on the other. From a…

A number of second language learning situations are described which are divided into these categories: students pacing themselves; teacher pacing students; students pacing teacher; no one pacing anyone; the "system" pacing everyone; shared responsibility for learning. (RM)

Individualized instruction, as distinguished from self-pacing, is defined as providing a different instructional system for each individual. Necessary steps leading to this goal are outlined. (RM)

The possibility of an optional time span for grammar systematization in second language learning is discussed, together with related difficulties in self-paced instruction. (RM)

Data from 41 English-as-a-Second-Language (ESL) teachers and 161 ESL students were analyzed to examine whether people from various cultures share similar expectations of teacher and student roles. Findings show that role expectations differed in a second-language learning context and outline differences among eight groups. Suggestions for the use…

It is argued that three misconceptions about language learning have limited the utility of performance objectives in individualized second language instruction. These misconceptions--confusion between competence and performance, inadequate identification of linguistic elements, and assumption that linguistic elements correspond to learning…