This chapter considers the literature on language learning anxiety in an effort to clarify the relationship between anxiety and second language learning. It will first argue that language anxiety is a specific anxiety — rather than a trait anxiety — and discuss how this conceptualization has helped clarify the research literature. After Horwitz, Horwitz, and Cope (1986) proposed that a specific anxiety construct which they called Foreign Language Anxiety was responsible for students' uncomfortable experiences in language classes and offered an instrument, the Foreign Language Classroom Anxiety Scale (FLCAS), to measure this anxiety, findings concerning anxiety and language achievement have been relatively uniform, indicating a consistent moderate negative relationship between anxiety and achievement. However, some researchers (Sparks and Ganschow and their colleagues) have suggested that poor language learning is a cause rather than a result of language anxiety. This review concludes that anxiety is indeed a cause of poor language learning in some individuals and discusses possible sources of this anxiety, including difficulty in authentic self-presentation and various language teaching practices. In addition, it reports on new trends in language anxiety research that attempt to identify aspects of language learning (e.g., reading anxiety or writing anxiety) which provoke anxiety for some individuals.

This article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of identity, ideology, and capital. The model recognizes that the spaces in which language acquisition and socialization take place have become increasingly deterritorialized and unbounded, and the systemic patterns of control more invisible. This calls for new questions, analyses, and theories of identity. The model addresses the needs of learners who navigate their way through online and offline contexts and perform identities that have become more fluid and complex. As such, it proposes a more comprehensive and critical examination of the relationship between identity, investment, and language learning. Drawing on two case studies of a female language learner in rural Uganda and a male language learner in urban Canada, the model illustrates how structure and agency, operating across time and space, can accord or refuse learners the power to speak.

This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The most important of these are a conceptualization of speakers of lingua franca English as language users in their own right, and the acknowledgment of the legitimacy of, and indeed the need for, a description of salient features of English as a lingua franca (ELF), alongside English as a native language (ENL). The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum. It sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy. Finally, it discusses the implications of this historically unique situation for potential developments in the pedagogy of English teaching and outlines some research questions that must be addressed if advances in the teaching of English as a lingua franca are to have a secure theoretical and descriptive base.

This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.

This article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.

One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.

This article reviews recent scholarship in language, identity, and education. It critically reflects on developments in sociolinguistics as researchers have engaged with the dynamics and complexity of communication in superdiverse societies where people from an increased number of territories come into contact with one another, and where people have access to an increased range of online resources for communication. The authors focus in particular on recent scholarship on “translanguaging,” examining research that has viewed identities as socially constructed in interaction and considering the relationship between language and identities in contexts where communication is mobile and complex. This article offers a critical summary of the implications of these developments for education in the 21st century. In order to illustrate these theoretical points, the authors present an empirical example of the performance of language and identity in education from their recent research.

Although much has been written about academic discourse from diverse theoretical perspectives over the past two decades, and especially about English academic discourse, research on socialization into academic discourse or literacies in one's first or subsequently learned languages or into new discourse communities has received far less attention. Academic discourse socialization is a dynamic, socially situated process that in contemporary contexts is often multimodal, multilingual, and highly intertextual as well. The process is characterized by variable amounts of modeling, feedback, and uptake; different levels of investment and agency on the part of learners; by the negotiation of power and identities; and, often, important personal transformations for at least some participants. However, the consequences and outcomes of academic discourse socialization are also quite unpredictable, both in the shorter term and longer term. In this review I provide a brief historical overview of research on language socialization into academic communities and describe, in turn, developments in research on socialization into oral, written, and online discourse and the social practices associated with each mode. I highlight issues of conformity or reproduction to local norms and practices versus resistance and contestation of these. Next, studies of socialization into academic publication and into particular textual identities are reviewed. I conclude with a short discussion of race, culture, gender, and academic discourse socialization, pointing out how social positioning by oneself and others can affect participants’ engagement and performance in their various learning communities.

Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. This chapter begins with a brief overview of cognitive processes involved in listening and their implications for L2 listening instruction. Recent research (1998–2003) on a variety of instructional techniques to help L2 listeners process linguistic input is then reviewed, noting insights that can inform listening instruction, particularly techniques that can teach students how to listen. Two approaches to listening instruction are presented: an approach to raise metacognitive awareness about listening (favoring top-down processes) and an approach to develop lexical segmentation and word recognition skills (favoring bottom-up processes). An integrated model for L2 listening instruction is proposed. Finally, recent research on different types of listening (e.g., academic listening, bidirectional listening) and the sociolinguistic dimension of listening are reviewed. The chapter concludes with recommendations for future research. The basic premise underlying this chapter is that, given the critical role of listening in language learning, students need to “learn to listen” so that they can better “listen to learn.”

This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

Interviews have been used for decades in empirical inquiry across the social sciences as one or the primary means of generating data. In applied linguistics, interview research has increased dramatically in recent years, particularly in qualitative studies that aim to investigate participants’ identities, experiences, beliefs, and orientations toward a range of phenomena. However, despite the proliferation of interview research in qualitative applied linguistics, it has become equally apparent that there is a profound inconsistency in how the interview has been and continues to be theorized in the field. This article critically reviews a selection of applied linguistics research from the past 5 years that uses interviews in case study, ethnographic, narrative, (auto)biographical, and related qualitative frameworks, focusing in particular on the ideologies of language, communication, and the interview, or the communicable cartographies of interviewing, that are evident in them. By contrasting what is referred to as an interview as research instrument perspective with a research interview as social practice orientation, the article argues for greater reflexivity about the interview methods that qualitative applied linguists use in their studies, the status ascribed to interview data, and how those data are analyzed and represented.

This article offers an overview of the main developments in the field of linguistic landscape studies. A large number of research projects and publications indicate an increasing interest in applied linguistics in the use of written texts in urban spaces, especially in bilingual and multilingual settings. The article looks into some of the pioneer studies that helped open up this line of research and summarizes some of the studies that created the springboard for its rapid expansion in recent years. The focus is on current research (from 2007 onward), including studies that illustrate main theoretical approaches and methodological development as key issues of the expanding field, in particular when applied in settings of societal multilingualism.

Publications on the linguistic landscape cover a wide range of innovative theoretical and empirical studies that deal with issues related to multilingualism, literacy, multimodality, language policy, linguistic diversity, and minority languages, among others. The article shows some examples of the use of the linguistic landscape as a research tool and a data source to address a number of issues in multilingualism. The article also explores some possible future directions. Overall, the various emerging perspectives in linguistic landscape research can deepen our understanding of languages in urban spaces, language users, and societal multilingualism in general.

This article looks at the definitions and scope of multilingualism and the different perspectives used in its study. Multilingualism is a very common phenomenon that has received much scholarly attention in recent years. Multilingualism is also an interdisciplinary phenomenon that can be studied from both an individual and a societal perspective. In this article, several dimensions of multilingualism are considered, and different types of multilingualism are discussed. The article summarizes the themes researched in various areas of the study of multilingualism such as neurolinguistics, psycholinguistics, linguistics, education, sociolinguistics, and language policy. These areas look at language acquisition and language processing as well as the use of different languages in social contexts and adopt a variety of research methodologies. The last section of the article compares monolingual and holistic perspectives in the study of multilingualism, paying special attention to new approaches developed in the past few years that argue for establishing more fluid boundaries between languages.

After years of neglect, political theorists in the last few years have started to take an interest in issues of language policy, and to explore the normative issues they raise. In this chapter, we examine why this interest has arisen and provide an overview of the main approaches that have been developed. A series of recent events has made it clear that language policy is central to many of the traditional themes and concepts of political theory, such as democracy, citizenship, nationhood, and the state. The rise of ethnolinguistic conflict in Eastern Europe, the resurgence of language-based secessionist movements in Catalonia, Flanders, and Quebec, the backlash against immigrant multiculturalism, and the difficulties in building a pan-European sense of European Union citizenship—in all of these cases, linguistic diversity complicates attempts to build stable and cohesive forms of political community. In the past, political theorists have often implicitly assumed that this sort of linguistic diversity would disappear, as a natural concomitant of processes of modernization and nation-building. However, it is now widely accepted that linguistic diversity is an enduring fact about modern societies. As a result, political theorists have started to explore the justifications for minority language rights claims, and to consider how different models of language rights relate to broader political theories of justice, freedom, and democracy.

The study of L2 motivation has reached an exciting turning point in the 1990s, with a variety of new models and approaches proposed in the literature, resulting in what Gardner and Tremblay (1994) have called a ‘motivational renaissance.’ In this chapter I provide an overview of some of the current themes and research directions that I find particularly novel or forward-looking. The summary is divided into three sections: theoretical advances, new approaches in research methodology, and emerging new motivational themes. I argue that the initial research inspiration and standard-setting empirical work on L2 motivation originating from Canada has borne fruit by ‘educating’ a new generation of international scholars who, together with the pioneers of the field, have applied their expertise in diverse contexts and in creative ways, thereby creating a colorful mixture of approaches comparable to the multi-faceted arena of mainstream motivational psychology.

In this article we connect the institutionalization of bilingual education to a post–Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color. Within this context, bilingual education was institutionalized with the goal of instilling cultural pride in Latinx students in ways that would remediate their perceived linguistic deficiencies. This left bilingual educators struggling to develop affirmative spaces for Latinx children within a context where these students continued to be devalued by the broader school and societal context. More recent years have witnessed the dismantling of these affirmative spaces and their replacement with two-way immersion programs that seek to cater to White middle-class families. While these programs have offered new spaces for the affirmation of the bilingualism of Latinx children, they do little to address the power hierarchies between the low-income Latinx communities and White middle-class communities that are being served by these programs. We end with a call to situate struggles for bilingual education within broader efforts to combat the racialization of Latinx and other minoritized communities.

While the study of advertising discourse is a well-established research area in applied linguistics, language contact phenomena in advertising have often been neglected. This chapter reviews work on language contact phenomena in advertising. Recent work has shifted away from a long-standing focus on borrowings and loanwords. Currently, more emphasis is being placed on multilingual discourses in advertising and the ways in which these index identities, both of the products and services with which multiple codes are associated and of the consumers who peruse them. The chapter is also concerned with the various functions of different contact languages in advertising. Languages other than English imbue a product with an ethno-cultural stereotype about the group who speak the language. By contrast, English has largely become a nonnational language and has been appropriated by advertisers in non-English-speaking countries to index a social stereotype. English has become the language of modernity, progress, and globalization. The chapter ends with suggestions for future research deriving from recent developments in marketing, namely the emergence of the global super-brand.

Both common sense and expert knowledge tell us that learning a language other than the mother tongue is a complex process that happens through and over time. Time, indeed, is a construct implicated in many of the problems that second language acquisition researchers investigate. The purpose of this chapter is to survey longitudinal SLA research published in the last three years and to offer a critical reflection of best current longitudinal practices and desirable directions for future longitudinal SLA research. We highlight recent trends in longitudinal SLA research, paying particular attention to broad design choices and foci of research organized around four trends in SLA longitudinal investigation, and we describe key exemplary studies under each trend. We close by reflecting on some of the challenges and opportunities that await these longitudinal research programs in the future.

The first aim of this article, addressed in section 1, is to define what is meant, and not meant, by task and task-based language teaching (TBLT). The second is to summarize and evaluate 14 criticisms that have been made of both. Section 2 responds to five alleged problems with TBLT's psycholinguistic rationale, section 3 to six at the classroom level, and section 4 to three claimed problems with implementing TBLT in specific contexts. A few of the criticisms touch on important matters, but most, I will suggest, are nonissues. The third aim of the article is to identify some genuine problems in need of resolution—real issues—and briefly to illustrate research programs under way to address them.

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.