The shift from teacher-centered to student-centered instruction requires language teachers' roles to change from being lecturers and controllers to facilitators and advisors. This shift requires students to have a high degree of learner autonomy. However, some teachers hesitate to promote learner autonomy. If they remain uncertain about the…

This Forum article is a contribution to the development of a securitization perspective on language education. We construe securitization of applied linguistics as the tendency to align national goals for language education, including Teaching English as a Second or Other Language (TESOL) and foreign languages, with broader national and security…

While the viva voce (oral) examination has always been used in content-based educational assessment (Latham 1877: 132), the assessment of second language (L2) speaking in performance tests is relatively recent. The impetus for the growth in testing speaking during the 19th and 20th centuries is twofold. Firstly, in educational settings the…

Skyrocketing military spending, ongoing military conflicts, and human displacement worldwide have significant consequences for the teaching and learning of English. TESOL increasingly requires a robust research base that can provide informed, critical guidance in preparing English language teachers for work in and near conflict zones, for teaching…

In this paper a particular context where receptive multilingualism at work can be observed is discussed. The Swiss armed forces underwent a series of quite dramatic downsizing measures, which lead to a situation with increased amount of mixed groups and linguistically mixed situations regarding the first/native language of officers and the…