Three 3-minute videos to promote the 4th edition of their classic teacher education volume.
1. How languages are learned
The authors were invited to prepare teacher education modules to give practising teachers in Quebec access to research applicable to their teacher in stand-alone form as opposed to as part of university training. Classroom research involves a combination of research training and teacher preparation so work in this area naturally has practical implications.
2. How has their presentation of instructed SLA research changed?
More classroom research has meant a lot of updating, but perhaps more significantly, the authors have revisited the place of theory, moving it to later in the volume until readers have a better grounding in learner language and individual differences so that they can appreciate the need for and objectives of theories of second language acquisition.
3. Instructed second language acquisition
If we agree that instruction helps, SLA, what do teachers do? What do learners do? How can that be described systematically and how can this description be matched with effects on learning? Classroom practice has moved on from structural approaches, to more communicative approaches and then recognised a need for balance. Research has continued to focus on this balance, particularly in the variety of communicative approaches with emphasis on meaning rather than form, such as content-based (CLIL, immersion), task-based methodologies.