There is no doubt that attention and (un)awareness in second/foreign language (L2 learning) are two constructs that have permeated, explicitly or implicitly, second language acquisition (SLA) studies since their inception. Indeed, we have witnessed several empirical studies attempting to probe more deeply into the roles of these two constructs in the L2 learning process. Given the challenging methodological issue of eliciting and interpreting data on such internal processes, this paper underscores the importance and benefits of conducting replications of studies investigating both the roles of attention and awareness, or lack thereof, in the L2 learning process. A report on two key SLA studies is provided and several suggestions for replication are made for each study together with their accompanying potential benefits.

This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar). Overall, I argue that not much second language acquisition or applied linguistics research on grammar has made its way into the classroom. At the conclusion of the discussion of each of the three categories, I speculate on why this is so. I also find misguided the notion that research should be applied to teaching in an unmediated manner. This is not to say that research should have no impact on pedagogy. In concluding, I offer some ways that I believe it could and should.

Presented at the American Association for Applied Linguistics (AAAL) Annual Conference, Portland, Oregon, USA, 23 March 2014.

Under the leadership of then 1st vice president and program chair Aneta Pavlenko, Temple University, the 2014 AAAL conference had as one of its focal areas the changing scene of publishing in a digital and global age. Within an array of offerings addressing the theme, this three-hour invited colloquium, organized by Heidi Byrnes, Georgetown University, and Emily Farrell, of De Gruyter Mouton, explored trends and challenges especially pertinent to the work of applied linguists.

Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English Language Teaching (ELT) materials. This paper examines the ways in which the four approaches with the strongest links to the ELT profession (corpus analysis, conversation analysis, discourse analysis and genre analysis) have found their way into language learning materials, and offers some suggestions on how discourse studies may influence ELT classrooms in the future.

This article examines the role of cultural awareness (CA) and intercultural awareness (ICA) in classroom theory and practice. CA and ICA can be roughly characterised as an awareness of the role of culture in communication with CA focused on national cultures and ICA on more dynamic and flexible relationships between languages and cultures. There will be a consideration of findings from CA and ICA research that have not been well applied, those that have been well applied and those that have been over-applied to classrooms. In particular, it will be argued that CA and ICA are more prevalent in pedagogic theory, and to a lesser extent policy, than they are in practice. While the cultural dimension to language learning is now fairly mainstream, where elements of CA and ICA are applied or translated into the classroom they typically take the form of comparisons between national cultures, often in essentialist forms. There is still little evidence of classroom practice that relates to the fluid ways cultures and languages are related in intercultural communication, especially for English as a lingua franca or other languages used on a global scale.

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.

The aim of this bilingual (French/English) symposium was to inform researchers and teacher educators about the specific challenges faced by second language (L2) students and teachers in creating an inclusive L2 classroom in order to encourage plurilingual, non-English-dominant students and students with learning difficulties to succeed. In the Canadian context, French is an official language and in six of the ten provinces, school districts must provide French as a second language (L2 French) instruction in elementary and secondary schools. The remaining provinces and territories typically offer L2 French instruction in many school districts. Therefore, almost all Canadian elementary and secondary school students are faced with either the obligation or the opportunity to learn L2 French.

This colloquium was organised by Ryuko Kubota (University of British Columbia, Canada) and Sue Garton (Aston University, UK) as part of the collaboration between the American Association for Applied Linguistics (AAAL) and TESOL International Association.

The invited colloquium on New Directions in Language Assessment held at the American Association for Applied Linguistics (AAAL) annual meeting in Portland, Oregon on March 22, 2014 brought together an international panel of scholars to together explore the possibilities and challenges of translanguaging and bi/multilingual approaches in assessment. Together, the presenters of this colloquium argued that allowing bi/multilinguals to demonstrate their knowledge and skills using their entire linguistic repertoire offers a promising new approach for teaching and assessment.

This paper argues for the replication of two studies, both of which consider feedback and working memory. In the first part of this paper, we discuss the role of interaction-based research and working memory research in second language acquisition research. We then describe two studies that have unified these two areas in recent published articles and discuss ways that replication can further our knowledge in how working memory capacity can impact the benefits of feedback. We emphasize the importance of replication in a number of different areas, including grammatical complexity of the target structure and the nature of working memory tests, in scoring, actual tests, and modes of delivery. Additionally, we discuss the possibilities for replication in the area of population differences, in particular, age groups and more lasting effects as would be found in delayed post-tests. Finally, we point out another means of gathering information about thought processes and suggest the value of adding stimulated recalls to the existing data.

This seminar took place on 19 April, 2013 at the Centre for Language and Communication, Faculty of Language and Education Studies, The Open University. The seminar was coordinated by Janet Maybin and Theresa Lillis and there were 28 participants, including four postgraduate students, from universities in Britain, Belgium and South Africa.

At the University of Illinois at Urbana-Champaign (UIUC), the English Placement Test (EPT) is the institutional placement test that is used to place students into appropriate English as a second language (ESL) writing and/or pronunciation service courses. The EPT is used to assess the English ability of newly admitted international undergraduate and graduate students as validated against the English language demands of our campus (UIUC English Placement Test 2013). According to Davidson & Cho (2001), the current format of the EPT has maintained its quality and displayed evidence of validity through the use of detailed test specifications that align with the goals of the UIUC ESL writing and pronunciation service courses. UIUC offers these courses to international students who are accepted on a limited status based on their scores on standardized English proficiency tests (TOEFL or IELTS) and/or other relevant information in each student's admission dossier. Students accepted on limited admission status are required to take the EPT before start of instruction.

The Language in Africa Special Interest Group (LiASIG) of the British Association for Applied Linguistics (BAAL) is a forum for applied linguistic research in Africa, and invites studies with both a micro and a macro focus. Researchers are concerned with how political, social and educational contexts affect the valuation and use of languages in Africa where multilingualism is the norm. Papers are presented at the SIG annual meeting and in the LiA track at BAAL conferences. The present review covers papers presented between 2012 and 2014 that focus on the interplay of policy and practice, particularly in education.

The seminar took place on 11 and 12 June 2013 at the MOSAIC Centre for Research on Multilingualism, University of Birmingham, Edgbaston, Birmingham.

The Centre for Applied Language Studies (CALS), founded in 1997, brings together researchers and postgraduate students from several disciplines in language studies, and is structured in three research clusters: New learning environments; Discourse, society and identity; and Plurilingualism and language policy. There is a certain amount of overlapping between the clusters, and several researchers are active in more than one cluster. Thus research in language teacher education is present both in the New learning environments cluster and in Discourse, society and identity. Corpus-based methodologies are also prominent in both these clusters. Furthermore, discourse analysis is present as a methodology in all three. The following sections provide information on current research and selected research outcomes within the three research clusters from 2011 to 2013.

On 29 and 30 May 2014, this seminar was hosted at Lews Castle College, University of the Highlands and Islands and organised by BAAL member Dr Cassie Smith-Christmas. In total, there were 16 participants from 13 universities across the UK. A total of nine papers were delivered over the two days and an hour-long roundtable was held at the close of the seminar. Keynote speakers were Professor Rosamond Mitchell (University of Southampton) and Professor Wilson McLeod (University of Edinburgh). Professor Kenneth MacKinnon (University of Aberdeen) acted as keynote discussant.

The Center for Applied Linguistics (CAL) is a private, nonprofit organization with over 50 years’ experience in the application of research on language and culture to educational and societal concerns. CAL carries out its mission to improve communication through better understanding of language and culture by engaging in a variety of projects in the areas of primary, secondary, and adult education, including research on effective strategies for the instruction of linguistically and ethnically diverse students; evaluation of the effectiveness of educational programs for such students; professional development for teachers and other staff working with linguistically diverse students; development of instructional materials and language tests; and services to support cultural orientation of immigrants and refugees.

After completing a law degree at the University of Birmingham when I was 20 and not really knowing what I wanted to do, except that it was not law, I became an English as a foreign language (EFL) teacher accidentally through signing up as a volunteer with the British United Nations Association (BUNA), roughly equivalent to the US Peace Corps. Instead of being dispatched to assist starving people through a remote third-world community development project, as I had naively expected, I was sent on a fast-paced, two-week English as a second language (ESL) teacher-training course at a well-known private language school, International House, on Shaftesbury Avenue, in the heart of London's West End. Then came a one-week BUNA ‘orientation’ course in the suburbs. A hundred-plus neophyte volunteers were lectured on how to deliver a baby, how to deal with snake bites, how to remove leeches using gasoline or matches (but not both), the importance of taking anti-malaria pills daily without fail (pills subsequently found to be 100% ineffective), and how to avoid schistosomiasis (snail fever). On the last day, I was informed that, contrary to what I had first been told, I would not after all be going to Afghanistan, but to Peru. A week later, I arrived in Lima, a bustling Latin-American metropolis with no shortage of mid-wives, no malaria, no snakes, no snails and not a leech in sight. In the face of pervasive poverty, corruption, violence, and illiteracy, I had been sent several thousand miles, with absolutely no understanding of how people learn languages and minimal understanding of how to teach them, to provide free English classes for the relatively wealthy, mostly middle-class faculty and students in the Faculty of Law of Peru's leading university, the Universidad Nacional Mayor de San Marcos.