Issues relating to the learning and use of foreign languages have become increasingly important in times of globalization and international communication. This volume, structured into four sections, critically reviews the broad range of theories and research in the area of foreign language communication and learning, with a recurring focus on the experience people have when learning and using a foreign language in and outside of classroom settings.
The first section of the book introduces—very broadly—concepts that concern the notion of foreign language learning, beginning with a critical account of what actually makes a language foreign and continuing with an evaluation of the common concept of multilingualism and how this shapes public opinions on multilingual issues and educational policy. Based on the conclusion that the term multilingualism is only appropriate to learners who are competent in at least three languages, subsequent chapters provide a useful survey of third-language acquisition teaching models as well as a critical survey of the relationship between SLA research and language teaching. The critical view presented here is that teachers and methodologists rarely use research to develop innovative modes of language teaching and that measures of success are erroneously based on monolingual target language norms. The last chapter of the book’s first section, “Language Awareness,” provides an especially insightful account of the wide-raging concepts of consciousness, acquisition, and awareness.
The second section explores four perspectives on foreign language learning and teaching: linguistic, cultural, political, and cognitive. This section proposes that foreign language communication and use is not an exclusively linguistic matter but involves cognitive, cultural, and political factors as well. Kramsch makes a very useful contribution to the overall section by proposing ways of conceiving culture as the meaning-making practice that is central to the language learning and teaching experience.
The third section has a strong pedagogical focus and discusses issues related to foreign language course design, teaching methodology, autonomous language learning, and teaching speaking and writing in a foreign language. The chapter on course design applies findings from SLA research to address the challenges of syllabus design, among other topics. The methodology chapter then looks at how the schematic syllabus might be implemented with various classroom activities. The succinct discussion of principles of instructed language acquisition, which advocates for consideration of individual learners’ needs and the sociocultural contexts in which instruction takes place, has great practical value for language teachers.
The fourth section provides a useful overview of foreign language teaching and reveals how specific learning objectives shape different approaches, including the communicative approach, language for specific purposes, and content-based and computer-assisted instruction. The critical examination of the advantages and disadvantages of communicative language teaching, including the controversial issue of grammar and the native speaker as a model, is very useful, as it also demonstrates how communicative language teaching needs to be adapted to learner and situational characteristics. The teaching of foreign languages for specific domains—business purposes and specific content areas—is then discussed, providing a practical synopsis with a heavier focus on the learner-centered content and language integrated learning approach. In the last chapter of this section, attention shifts to technology-based pedagogical approaches, with the conclusion that traditional forms of language learning and teaching need to be integrated with the new technological learning trends.
The last section of this volume critically addresses issues of foreign language testing, with special attention to proficiency and certification testing. The authors highlight key problems relating to the construct of language proficiency, the devising of grading scales, and the models that should serve as benchmarks. Knapp also uncovers issues such as determining the equivalence between certificates and test scores, and economic pressures that impinge on the quality of language testing. The last chapter in this section takes on several controversial issues in language program evaluation, particularly the place of assessment of learning outcomes in the evaluation of curricula and programs.
The editors should be commended for their work in putting together a critical and sophisticated overview of the many aspects involved in the teaching and learning of foreign languages by taking into account a wide range of theoretical, ideological, and practical concerns. This volume is a valuable resource suitable as a textbook for graduate students studying foreign language pedagogy. It is highly recommended as a reference for a broad audience, including scholars in SLA and language pedagogy.
