This volume brings together contributions by some of the crucial people involved in developing the social interactional and socio-cultural approaches to language teaching and learning. They provide not only an introduction to this important growth point, but also an overview of cutting-edge research. A wide range of language learning and teaching contexts are covered, including TESOL, European and non-European languages , and bilingual and multilingual practices. The contributors aim to demonstrate the importance for second language learning and teaching of the social interactional and socio-cultural perspective, describe the implications of these perspectives for the practice of language teaching, including teacher education, and to outline interdiscilinary links between these approaches to language learning and others, such as the social constructivist approach.

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