This is an overview of research on foreign language (FL) teaching published by Polish researchers in the years of 2000–2006. We begin with an outline of the history and the current sociopolitical situation of FL teaching in Poland, which prepares the ground for further discussion. Next, we focus on studies concerned with the evaluation of the recent teaching methodology. The analysis of bilingual programmes and multilingual competence is discussed in ‘Bilingual education and multilingualism’, the process of learning different aspects of language competence is explored in ‘FL learning and second language acquisition’, and cultural issues under a separate heading, ‘Cultural awareness’. In ‘The language learner’, we review studies investigating learner variables which have an important impact on language learning. With new educational directives from the Ministry of Education, emphasising the need for a more reliable assessment, new concepts and studies evaluating them are discussed in ‘Testing and evaluation’. The availability of computers has produced studies assessing various uses of computers in fostering language learning, presented in ‘Application of new technologies’. Finally, in ‘Teacher education’, we report on studies related to FL teacher development.

Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. This paper builds on Kramsch & Whiteside (in press) to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like. It first explains some of the major tenets of complexity theory, and analyzes transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the ecological approach offered by complexity theory. Based on what these analyses reveal about the ability of these individuals to shape the very context in which language is learned and used, it discusses the notion of ‘symbolic competence’ recently proposed by Kramsch (2006) and explores how symbolic competence might be developed through foreign language education in institutional contexts.

Genre, the most social constructivist of literacy concepts, has been theorized and variously applied to pedagogies by three major ‘schools’: the New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics. In this paper, I will discuss my long, and ongoing, search for a pedagogy drawn from genre theories for novice academic students. With others, I am trying to find or develop an approach that is coherent and accessible to students while still promoting rhetorical flexibility and genre awareness. I will first define and problematize the term genre. Then, I will briefly discuss what each of the three genre ‘schools’ can offer to novice students – as well as their pedagogical shortcomings. Finally, I will suggest two promising approaches to teaching genre awareness: learning communities and ‘macro-genres’.

The last decade has seen increasing attention given to the notion of genre and its application in language teaching and learning. Genre represents how writers typically use language to respond to recurring situations, pointing to the fact that texts are most successful when they employ conventions that other members of the community find familiar and convincing. This community-based nature of genres suggests that their features will differ across disciplines, encouraging teachers to research the features of the texts their students need in order to make these explicit in their classes. I examine some of the research understandings and practical applications of these views by looking at what the approach offers teachers of academic writing.

As more and more teachers become aware of corpus resources and their applications, questions arise as to how best to prepare teachers in training appropriately to access and interpret corpus information. This is important as an element of materials evaluation as more and more types of materials and resources become corpus-informed. To date, relatively little attention has been given in teacher education programmes to the growing influence of corpora and the skills of evaluating and using corpora, but such skills will become increasingly important as the influence of corpora becomes more dominant in our profession. In this talk I argue that a shift is needed in the relationship between teachers, academics and publishers, from the teacher seen as consumer to the teacher as participant in the corpus revolution. I then consider the questions which need to be asked in evaluating corpora and the pedagogical resources which are based upon them. I look at the strengths and weaknesses of available corpus resources, and how corpus statistical output can be interpreted. Finally, I touch on the issue of reflective practice corpora within teacher education.

This paper follows up on the work of Crossley, Louwerse, McCarthy & McNamara (2007), who conducted an exploratory study of the linguistic differences of simplified and authentic texts found in beginner level English as a Second Language (ESL) textbooks using the computational tool Coh-Metrix. The purpose of this study is to provide a more comprehensive study of second language (L2) reading texts than that provided by Crossley et al. (2007) by investigating the differences between the linguistic structures of a larger and more selective corpus of intermediate reading texts. This study is important because advocates of both approaches to ESL text construction cite linguistic features, syntax, and discourse structures as essential elements of text readability, but only the Crossley et al. (2007) study has measured the differences between these text types and their implications for L2 learners. This research replicates the methods of the earlier study. The findings of this study provide a more thorough understanding of the linguistic features that construct simplified and authentic texts. This work will enable material developers, publishers, and reading researchers to more accurately judge the values of simplified and authentic L2 texts as well as improve measures for matching readers to text.

A new education policy for England, announced in Spring 2007, aims to introduce the learning of a foreign language to all children from the age of 8 by the year 2010. But there was a similar initiative in the 1960s and it didn't work then, so why should it now? This presentation explores the reasons underlying the belief that children can ‘naturally’ learn another language if they begin young enough, and considers reasons why classroom learning may not always tap into whatever natural language learning skills children have. Drawing on a range of previously published research and my own recent empirical studies, I suggest that, unless we are careful, our primary-age children will be flung into an adult-style learning approach, which they are too immature to handle. How, then, can young children's learning potential be exploited most effectively? The role of multiword sequences as a form of lexis is considered, making reference to my model of formulaic language processing e.g. Wray 2002. Consideration is given to how memorising useful wordstrings may assist children in developing a view of language knowledge that promotes effective learning.

Once upon a time, there were four skills. But what did it mean to be a listener? A speaker? A reader? A writer? Skills in a vacuum are useful neither for describing how well one uses language nor for how to teach it effectively. As the Standards were developed, the task force made an effort to look at related disciplines and to investigate how their methods might inform the teaching of second languages. As the discipline of communication was studied, the role of context became evident. For example, the speaker as rhetorician was quite distinct from the speaker in interpersonal or small group communication. The rules that governed those behaviors and the way students were taught to speak in these two situations differed considerably. What are the ramifications for how we look at communication in foreign languages? The answer is ‘The Framework of Communicative Modes’.

The rationale for the seminar was primarily that there are links between language testing and assessment on one hand and applied linguistics on the other which could be mutually beneficial, but are not necessarily perceived as such. Secondly, it was suggested that research in language assessment and applied linguistics have been perceived as distinct, with the roles of language testing and assessment in applied linguistics relatively unexplored, an artificial divide that Bachman & Cohen (1998), for example, argue should be bridged (see also Bachman & Palmer 1996; Shohamy 2001). An additional motivation for proposing this conference was to build on the growing presence of assessment and testing concerns within applied linguistics, not merely to address issues of visibility but, importantly, to contribute to a research agenda between different research communities within our (wider) applied linguistics community. To this end, we asked our keynote speakers and those who submitted abstracts to focus explicitly on reciprocity between the fields.

IATEFL is the International Association of Teachers of English as a Foreign Language (www.iatefl.org). This report outlines research papers which have appeared in recent IATEFL publications. Four publications are discussed in turn. Three of these were published by the IATEFL Research Special Interest Group (SIG), while the fourth was published by the Young Learners SIG. The range of research reported here reflects the international nature of IATEFL's activities and its commitment to supporting and promoting research within the association. The publications reviewed are available for purchase from IATEFL.

Curricular articulation and the integration of cultural knowledge with language development over extended sequences are among the most persistent challenges for contemporary language teaching and learning. The paper examines the nature of those challenges in light of theories of language and culture while using as the site of investigation the culture standards that have been developed within the framework of the Standards for Foreign Language Learning, a key document for L2 education in the United States, particularly at the K-12 level. Taking four perspectives, it suggests ways in which simultaneous content and language teaching might be tackled through a genre-based way of constructing extended curricula and by using genre-based tasks for informing pedagogical decisions. In this fashion, learners might be able to progress toward a competent cultural literacy that is language-based.

This article reviews recent doctoral research in Australian universities in the area of language teaching and learning. Doctoral work in three main areas of research concentration is described: language teaching, language learning, and writing. The authors whose studies are reviewed are graduates of the Australian National University, Griffith University, Macquarie University, the University of Technology, Sydney, the University of Sydney, the University of New South Wales, the University of Melbourne, Monash University, La Trobe University, Deakin University and Murdoch University.

The Centre for Applied Linguistics was established in 1983 and has grown from a relatively small teaching unit to a large centre engaged in a wide variety of activities under the broad heading of Applied Linguistics. Our work includes English language teaching, teacher education, undergraduate and postgraduate teaching in applied linguistics, development of teaching and research resources, and small- and large-scale research.

The hallmark of the Council of Europe's European Centre for Modern Languages (ECML) is the organisation of international language education projects within four-year programmes. Coordinated by European teams, these projects primarily target language experts involved in national and international developments, in associations and in institutions working to enhance standards in language education.

CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).

Standards of English for English language teacher education need to consider political as well as linguistic factors. Any definition of such standards on the basis of speakerhood would immediately fall into the trap of native-speakerist discrimination, which is intensified by unspoken associations with ‘ethnicity’. Who can be recognized as ‘native speaker’ or ‘near-native speaker’ is not simply a matter of language. Any definition of English standards must therefore acknowledge an alternative established belief that all users of English can claim ownership of the language. This factor is, however, complicated by the recent suggestions that there can be a non-aligned, international English lingua franca, themselves being perceived as Centre-driven. Standards must therefore be convincingly de-Centred, and must allow those who consider themselves Periphery to take Centre-stage. They must be cosmopolitan, non-centred, professional, earned, prestigious and cultured.