This paper considers the issue of the norm in the context of learner corpus research and its implications for foreign language teaching. It seeks to answer three main questions: Does learner corpus research require a native norm? What corpus-derived norms are available and how do we choose? What do we do with these norms in the classroom? The…

This short article reviews key literature that problematizes the conventional WCF approach, which adheres to native-speaker norms and fails to reflect the diverse realities of English use in the globalized era. Drawing on Lee's (2023) proposal, the article discusses the principles and benefits of a feedback pedagogy informed by Global Englishes…

This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea…

Traditionally, many English language teachers around the world have conformed to an English as a foreign language (EFL) model. In this model, they expose their students to the standard language norms of English-dominant nations, such as the United States and the United Kingdom. However, English learners do not only need language skills to…

Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this…

Genuine instances of communication are multimodal in nature. Thus, important aspects of effective communication such as gestures, facial expression, visual context, or interpersonal distance, are usually present in listening events and participate in the communicative act, creating a given multimodal message. The Common European Framework of…

This paper attempts to examine in a descriptive way the pioneering model of "World Englishes" proposed by Kachru in the mid-1980s that allocates the presence of English into three concentric circles: The "Inner" Circle, the "Outer" Circle, and the "Expanding" Circle. The Inner Circle presents the countries…

This article provides an overview of a digital storytelling proyecto final (final project) completed by 18 young bilingual Latinxs as part of a Spanish for "heritage/native" speakers course at a university in the U.S. Midwest. Specifically, the article charts out the move from concepto (concept) to proyecto, zooming in on key aspects of…

When it comes to teaching vocabulary in foreign language classes words are often taught in isolation, without regard to the context in which they appear. The paper draws attention to the importance of teaching words in context so that the meaning of a word often results from the meaning of a larger construction it is part of. After presenting the…

Since at the turn of the twenty-first century heritage language (HL) research and education was a new field emerging, this research timeline traces the complete history of the field in the US through 2016. It highlights how theories and perspectives have changed, been challenged, and widely accepted. The field's roots are in Spanish since, as the…

In order to develop pragmatic competence in a language other than our own (L2), it is important to have enough knowledge of the cultural norms of the target language and enough opportunities to interact with a wide range of speakers to deploy different speech acts, registers, levels of politeness, conversational moves, and the like. The…

This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners' acquisition and use of alternative ways of 'saying the same thing' (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the…

Many theoretical models of second or additional language learning posit a crucial role for meaningful social interaction in the target language. However, it is not always clear to language educators how to create such opportunities or what counts as meaningful interaction. This can become even more difficult when the target language is an…

This article explores how drama pedagogy in the foreign language classroom serves as a unique avenue for approaching the global issue of migration in the context of German-speaking Europe. The article focuses on how staging a contemporary play about migration, such as Roland Schimmelpfennig's "Der goldene Drache" (2009), in German for an…

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared…