A comprehensive overview of second language instruction, this volume delivers an introduction to SLA fundamentals from an instructional perspective, skillfully summarizing current language theories and methods. This textbook concisely outlines the principles of predominant language-teaching approaches, both past and present, and evaluates their effectiveness. Providing both a theoretical background of SLA and perspective on the current state of language education, the author suggests a broad range of best practices, based on current research, and presents guidelines for a communicative approach to language instruction.

Showing support for an integrative type of language teaching, this text encourages instructors to select an assortment of approaches, based on theoretically informed choices. The reader therefore becomes familiar with all major current SLA methodology and educational terminology and is given clear descriptions outlining the essential concepts in language education. Highly appropriate for preservice teachers and language instructors alike, chapters are broken down into key concepts in SLA instruction such as grammar, feedback, writing, reading, listening, and speaking. However, the focus of this book is on instructional practices, and each topic is accurately illustrated with classroom activities, which are then related to authentic classroom applicability. The concepts presented are clearly demonstrated and accompanied by concrete examples, drawing upon effective classroom strategies, thus encouraging implementation. The questions raised are pertinent and encourage readers to engage with the material. As well, a tailored bibliography of suggested reading accompanies each chapter, providing a useful guide for exploring the topic further. Discussions on feedback and language input are provided alongside SLA methodology, inciting the reader to reflect on genuine classroom practices. Simultaneously, there is an emphasis on sound judgment in implementing instruction, based on informed choices with respect to both learner processes and communicative approaches. The author demonstrates a balanced viewpoint towards language teaching and reflects contemporary attitudes that are widely adopted by language instructors.