Taking into account the peculiarities of the Georgian language and integrating them into the teaching process remains an important task. Georgian is an agglutinative language, which means the existence of grammatical markers in word-forms related to certain semantic features. The system of the Georgian verb is unique in that it is based on…

Task-based language teaching (TBLT) emerged in the 1980s as a learner-centred and experiential alternative to more established and teacher-led approaches to acquiring an additional language (L2). Two decades ago, a paper published in "The Language Learning Journal" discussed the advantages and drawbacks of TBLT that had become apparent…

The Lemko-Rusyn language belongs to the East-Slavonic branch of Slavic languages and is an indigenous language spoken on a daily basis by the community that has inhabited the Carpathian region since at least the Middle Ages. Lemko-Rusyn people have been officially recognised as an ethnic minority and their language as one of the 15 minority…

Singapore is a multiracial nation with a majority ethnic Chinese population. Since its independence in 1965, it has adopted an 'English-knowing' bilingual policy to achieve economic, social, and political objectives. For the past two decades, there has been a rapid increase in the percentage of ethnic Chinese Primary One students coming from…

Intelligent Computer-Assisted Language Learning (ICALL) involves using tools and techniques from computational linguistics and Natural Language Processing (NLP) in the language learning process. It is an inherently complex endeavour and is multi-, inter-, and trans-disciplinary in nature. Often these tools and techniques are designed for tasks and…

Although the ideal in work with endangered languages is to design collaborative projects that integrate documentation and support for revitalization from the outset, the reality is that many language workers must rely on existing products of documentation to create materials. Traditional documentation, including reference grammars, dictionaries,…

As part of a larger effort to support Less Commonly Taught Languages (LCTL) instruction in the United States, the LCTL Partnership at Michigan State University (MSU) and the LCTL Collaborative Partners initiative at the University of Chicago (UC) are supporting online LCTL courses to be offered to students across multiple institutions. As the…

This article investigates the different types of language classes for Uralic languages in higher education contexts to derive principles in course planning for minority language teaching. As a micro-level example, a foreign language class for South Estonian, aimed at a general audience at LMU Munich, is analysed and informs the discussion of…

While there are many difficulties faced by world language educators, both teachers and students of certain languages--languages commonly identified with countries and cultures deemed to be hostile to the United States--often find themselves in uniquely paradoxical situations. This article begins with a brief anecdotal description of the personal…

The use of computing technologies in less commonly taught language (LCTL) and endangered language (EL) learning is different from mainstream computer-assisted language learning (CALL), where several languages, most noticeably English, dominate the literature. Many most commonly taught language (MCTL) learners learn a language for a variety of…

TLC Pack stands for Teaching Languages to Caregivers and is a course designed to support migrants working or hoping to work in the caregiving sector. The TLC Pack resources range from A2 to B2 level of the Common European Framework of Reference for Languages (CEFR), and will be made available online in the six project languages: Dutch, English,…

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being,…

LCTL educators are beginning to participate in the Open Education movement by developing and sharing their own pedagogical materials referred to as open educational resources (OERs). This new generation of collaborative LCTL materials will invariably challenge longstanding hegemonies in the fields of foreign language education and educational…

Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research…

A growing number of scholars invested in Iberian Studies are asking how peninsular literary and cultural studies might be reimagined, and reinvigorated, by placing the Spanish and Portuguese canons into critical dialogue with each other, and with Galician, Catalan, Basque/Euskadi, and Latin American and North African immigrant writers, cultural…