Book contents
- Frontmatter
- Dedication
- Contents
- List of Figures
- List of Tables
- List of Contributors
- Acknowledgments
- Introduction
- Part ISituating the Discipline
- 1Three Themes in the History of Study of Second Language Acquisition
- 2Scope and Research Methodologies
- 3Reflections on Transdisciplinarity in SLA Studies
- 4Instructed Second Language Acquisition
- Part IIInternal Factors
- Part IIIExternal and Social Factors
- Part IVProfiles of Bilinguals
- Part VProperties of Interlanguage Systems
- Part VIModels of Development
- Index
4 - Instructed Second Language Acquisition
Inclusivity and Equity for the Common Goal
from Part I - Situating the Discipline
Published online by Cambridge University Press: 14 May 2026
Book contents
- Frontmatter
- Dedication
- Contents
- List of Figures
- List of Tables
- List of Contributors
- Acknowledgments
- Introduction
- Part ISituating the Discipline
- 1Three Themes in the History of Study of Second Language Acquisition
- 2Scope and Research Methodologies
- 3Reflections on Transdisciplinarity in SLA Studies
- 4Instructed Second Language Acquisition
- Part IIInternal Factors
- Part IIIExternal and Social Factors
- Part IVProfiles of Bilinguals
- Part VProperties of Interlanguage Systems
- Part VIModels of Development
- Index
Summary
This chapter gives an overview of theories and empirical studies in the field of instructed second language acquisition (ISLA). After a scoping review of current ISLA research, the chapter proposes two future directions, by broadly defining ISLA as a discipline that investigates theoretical and practical language-related issues with the ultimate goal of improving second language education. First, ISLA research can be more inclusive in terms of research topics and methodologies. Second, ISLA research can be more equitable by r-conceptualizing the research-practice relationship and incorporating practitioners’ experiences, knowledge and voices. Given the ultimate goal of much of ISLA research as well as the complexity of classroom teaching whereby a variety of cognitive, social and psychological issues dynamically influence student learning, the chapter argues for the necessity for widening the current ISLA scope and striving to create equitable relationships among various stakeholders related to ISLA research and classroom teaching.
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- The Cambridge Handbook of Second Language Acquisition , pp. 87 - 110Publisher: Cambridge University PressPrint publication year: 2026
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