This paper examines the status of European English (EE) in current linguistic theory, in particular the hotly debated issue of whether or not it is possible to treat EE as an endonormative linguistic variety in its own right. Alternatively, EE may remain a form of English as a foreign language (EFL), and the decision has far-reaching…

This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

In an effort to curtail native-speaker dominance of global English, and in recognition of the growing role of the language among non-native speakers from different first-language backgrounds, some academics have been urging the teaching of English as a Lingua Franca (ELF). Although at first this proposal seems to offer a plausible alternative to…

This article presents two case studies that show how learner involvement and collaboration in assessment are valid pedagogic tools to encourage learner reflection and engagement, particularly where a very traditional approach to language learning is the norm. The authors, who teach in universities in Japan, discuss different but related approaches…

In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions…

This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching "Standard Spanish" to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both…

Young Learners have less reinforcement to speak with others. One of the causes is the trend of formal or clumsy learning setting in emphasizing the speaking proficiency. Speaking based on the culture context also contribute them in increasing their motivation to express their ideas. "Casual style" as one of the language variations gives…

This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in…

This article recounts the experiences of a team of faculty, graduate students, and instructional technologists facilitating Rhetorical Composing, a writing-focused Massive Open Online Course (MOOC). When first offering the MOOC, we recognized quickly that we needed to emphasize the global makeup of our learning cohort to foster a stronger sense of…

With a background in the teaching of Spanish in the US and the teaching of English abroad, the authors had spent a great deal of time contemplating both linguistic diversity and the internationalization of college campuses. Considering that we found ourselves studying TESOL and had an opportunity to design our own English language course for…

The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom.…

Using a cognitive load theory approach, we investigated the effects of speaker variability when individuals are learning to understand English as a foreign language (EFL) spoken by foreign-accented speakers. The use of multiple, Indian-accented speakers was compared to that of a single speaker for Chinese EFL learners with a higher or lower…

Drawing on longitudinal data, this study explores the dynamic relationship between the development of conceptual knowledge of language and the emergence of sociostylistic variation in second language (L2) speech. Participants include eight intermediate-level US university learners of French who participated in a concept-based pedagogical…

The study reported in this article investigates the development of sociolinguistic competence among second-year (US university-level) L2 learners of French who were given systematic instruction on sociolinguistic variation as part of their normal coursework. We focus on the variable use of the negative morpheme "ne" in verbal negation. Drawing…

The growth of English into a lingua franca has inevitably created linguistic deviations and innovations in the use of English. These emerging uses that result from the needs and preferences of speakers whose mother tongues are all different can be broadly identified as lexico-grammatical and pronunciation features and they compose one of the main…