At its most basic, the application of reflective practice in teaching involves scrutiny of the practical theories and values that shape teachers’ daily activities. This is a complex process in which teachers undertake various forms of reflection. The purpose of this is to increase teachers’ comprehension of the teaching–learning process, increase their personal and professional efficacy, and formally investigate various classroom problems. The complexity of reflective practice requires that teachers engage in the formation of routines, practices, and structures that facilitate individual or collective reflection on their experiences when teaching, support for which can be provided by a range of tools. To discuss these issues in greater detail, this chapter is organised as follows. First, it explains what reflective practice means and what it involves. This includes elucidation of concepts such as reflection, critical reflection, and reflexivity. This is followed by a summary and endorsement of the theoretical framework for reflective practice developed by Farrell. Then, several tools that teachers are advised to adopt to reflexively examine and enhance their teaching are outlined. The chapter ends with a brief discussion of the concept of teachers as researchers and exemplifies teacher-led research in terms of action research and classroom ethnography.

The Perceptual Assimilation Model (PAM) accounts for how native-language (L1) experience shapes speech perception. According to PAM, infants develop phonological categories by attuning to the critical phonetic features that set phonological categories apart (phonological distinctiveness) and to the phonetic variability that defines each category (phonological constancy).The effects of L1 attunement on perception can also be seen in adults. PAM generates predictions about discrimination accuracy for non-native contrasts by comparing how the non-native phones are perceived in terms of L1 phonological categories. The extent to which perception might be altered further by experience with a second language (L2) is outlined by PAM-L2. While PAM has focused on L1 attunement in monolinguals, and PAM-L2 on L2 acquisition in adulthood, their principles also apply to early bilingual language acquisition. In this chapter, we will consider the various contexts of acquisition and language use in early bilinguals to sketch out how experience with more than one native language shapes perception and how childhood L2 acquisition might modify the emerging phonological system.

We have witnessed a growing number of investigations into the acquisition process in a multilingual context, which has become recognized as an independent field, quantitatively and qualitatively different from second language acquisition. Scholars have started to differentiate between learners/speakers on the basis of the complexity of their linguistic background, with the numer of known languages being an additional variable. A growing body of studies into the acquisition of third language phonology demonstrates an inherent complexity of the field reflected, among others, in multidirectional dynamic cross-linguistic influence. As shown, multilingual learners have at their disposal a broadened phonetic repertoire, a raised level of metalinguistic awareness and enhanced perceptual sensitivity, which may facilitate the learning of subsequent phonological systems. Thus, this chapter aims to compare bilingual and trilingual phonetics and phonology by providing an overview of recent research into both subdomains, identifying their common features and, importantly, their points of departure for L3 phonology, with a view to providing new insights into the acquisition of speech.

This chapter sets the scene for the remainder of the volume. It establishes the conceptual foundations of English language teaching as a profession and highlights its complexity. Professional teaching needs to be regarded as a multidimensional process that combines issues pertinent to the classroom context and teaching–learning with institutional and general pedagogical factors. The process of becoming a professional teacher therefore implies an ongoing commitment to educational change and growth. By adopting a broader perspective, practitioners will be able to teach in a manner that is beneficial to students and society alike. This chapter also elucidates the fact that professional language teaching entails the use of culturally and socially embedded communication and an ability to connect pedagogy with language learning. To address these issues successfully, teachers need to engage in ongoing processes of reflection and theorisation of their practice. To conclude the chapter, a synopsis of all the chapters in this book is provided, highlighting the key themes that emerge from each.

Study abroad is typically viewed as a catalyst for pronunciation learning because it affords learners both massive amounts of L2 input and abundant opportunities for meaningful L2 use. Yet, even in such an environment, there is substantial variability in learning trajectories and outcomes. The nature of the target structure is also a powerful determinant of learning; some structures seem to develop effortlessly, whereas others do not improve much at all. Additionally, study abroad research brings to light the important issue of speaker identity, as learners often make decisions about how they want to sound and what pronunciation features they will adopt. This chapter examines developmental time frames, trajectories, and turning points in the phonetics and phonology of L2 learners in a study abroad context. We also describe how learners acquire the regional pronunciation variants of their host communities considering the phonetics of the target feature and learners’ attitudes and beliefs. We argue that study abroad should be situated within a dynamic, longitudinal, and context-dependent view of phonetic and phonological learning.

Researchers in bilingualism seek to identify factors that are associated with specific features of bilingual speech. One such predictive factor is language dominance, typically understood as the degree to which one of the languages of a bilingual is more often and more proficiently used. In this chapter we review landmark studies that demonstrate the power of language dominance in predicting fine-grained phonetic and phonological characteristics of speech production and on the perceptual and processing abilities in one or both languages of bilinguals. We then critically examine the construct of dominance and identify ways that dominance can be and has been measured, as well as challenges inherent in the measurement of dominance. We follow demonstrating the dynamic character of dominance by reviewing research on dominance switches and shifts. This is followed by a review of extant studies on language dominance in bilingual speech production, perception, and processing in both languages. We conclude with four areas where research can be fruitfully directed.

For over fifty years, Canada’s language regime has centered - in theory, policy, and practice - on a binary: linguistic duality and authority of the two settler colonial powers, English and French. The legislative enshrinement of status for these colonial languages, by way of the 1969 Official Languages Act, has on most accounts failed in multiple ways. As is well documented, legislated equality between French and English has rarely manifested itself in practice. Less attention - scholarly or political - has been paid to the Indigenous languages erased by both political discourse and public policy in Canada. What limited policy attention there has been has focused on Indigenous languages as second languages. The development of the Canadian Parliament’s Indigenous Languages Act, launched by the Government of Canada on December 5, 2016, attempted to fill this gap. Analysis of this process reveals the tensions within Canada’s established language regime, while putting into sharp relief the difficulties of policy and policymakers to attend to - and move beyond - Canada’s colonial past and framework.