InterCom, a customizable weekly newsletter for language professionals, is provided by the Center for Applied Second Language Studies (CASLS) at the University of Oregon. InterCom is sponsored through a Title VI Language Resource Center grant.

Topic of the Week: Yoga, Mindfulness, and Movement

Joliene Adams is a combined EFL, movement, outdoor, art, and cooking instructor at The English Academy, Rapa Nui (Easter Island, Chile). She holds an MA in Linguistics with a Language Teaching Specialization and an MA in Comparative Literature. She has taught and/or interned in: EFL, ESL, Spanish as a Foreign Language, and Pacific Northwest language Ichishkíin-Sahaptin classrooms and conversation groups as well as having instructed: yoga, rock climbing, soccer, gymnastics, aerobics to the elderly in Cuba, and served as recreation leader to at-risk youth in El Alto, Bolivia. 

March 2018 I accept a job on the most remote inhabited island of the world. April 2018 I ask myself: buy a camera or a surf-board? May 2018 I say sorry and my best approximation of “dang nabbit” in Spanish to a half dozen people in the Santiago, Chile airport, sporting a 8” surf board across my 5’1/4” frame. How did I arrive to my clumsy conclusion? This realization: a camera will put something between others and me. A surf board will put us alongside. Shortly put: community.

Active in movement/mindfulness activities wherever I go, it’s a method to engage and find community in new places. This fosters language engagement opportunities and opens friendship portals. The language teacher in me eventually asked if I could invite the same spirit, benefits, and community of yoga, mindfulness, and movement (YMM) practices into classrooms. Research shows I am not alone. Language programs implementing movement, meditation, yoga and sports, plus academic articles on the topic, can be found below.

Yoga, Language Learning, Community
I currently teach 90-minute yoga sessions in English to Spanish and Rapa Nui speakers plus 20-30 minute sessions either at the beginning or end of normal 90-minute class sessions. Forget whether or not you can touch your toes. There are many small ways to integrate YMM. A little bit goes a long way. A short list of benefits and applications of YMM in language classrooms follows.


1) Fosters community:
Sharing in healthy, revitalizing practices with others typically cultivates positive feelings and bonds with others. YMM also reduces anxiety, cultivates groundedness, and supports levity. These qualities promote a presence of mind and effervescence of spirit that create an ideal learning climate.

2) Healthy competition:
In language learning, comparing one’s abilities to another’s is counter-productive. You can tell students this. Yoga and meditation, however, set students up to internalize rather than intellectualize the irrelevance of such comparisons. This lesson readily translates off the mat.

3) Visualization:
Many renowned professional athletes practice visualization and meditation (Ratey and Hagerman, 2013, p. 8). This is a skill I do not often hear mentioned as a language learning tool. Yoga and meditation provide natural opportunities to encourage such a practice, as well as the frame of mind from which to visualize language encounters.

4) Experience and Reflection:
We learn somewhat by experience but far more by reflecting on experience. YMM relates twofold: 1) the actual practice promotes a contemplative state of mind; 2) extension activities, such as written reflections on or oral discussions on the practice, can follow.


1) Reading, Writing, Speaking, Listening:
Bringing YMM into a class fosters listening. Providing vocabulary and commands before-hand and during (oral and written) scaffolds the oncoming listening portion for students. Please see #4 above for more on this topic.

2) Vocabulary, Grammar:
Body vocabulary, prepositions, phrasal verbs, commands, following instructions are all readily available through YMM instruction. Pre-teaching vocabulary and recycling it across lessons also allows one to build more complex grammatical structures across sessions.

3) Culture:
One can also creatively adapt poses and sequences to fit unit themes or the surrounding environment. Living in the middle of the Pacific Ocean as I do, I often describe the breath as ebb and flow of the ocean, spinal movements as a wave, and “warrior pose” becomes “surfer pose.” This relates to the student’s environment, provides tools to articulate their world, and can be adapted to other place-based contexts.

4) Differentiation, Personalization:
YMM promotes individual self-expression. In some classes, for example, I ask students who their favorite superhero is before class. They then create a representative pose. With two words: “superhero pose,” students self-express.

5) Storytelling:
YMM naturally lends itself towards Total Physical Response (TPR) relevant principles. Instead of commands such as “shut the door” associated with movements, commands can relate to asanas (poses) and pranayama (breath). It can also, by extension, invite TPR related storytelling (Morgan, 2011, p. 4). For example, the surfer is on the board and paddles (stomach down on mat, “paddling”), now the pop up (cobra to up-dog pose) into surfer pose (warrior pose), but “oh no! a shark is coming!” (back to stomach on ground but with arms over head in a fin shape).


To turn it back to you: a healthy, happy classroom behooves a healthy, happy teacher. The same goes for students. Even if yoga and meditation do not take place in your classroom, consider trying a 10-20 minute practice at home. Google “Yoga for Teachers” and you’ll find more than one result. Please see the Activity of the Week for a guided at-home practice to try this all out. Morgan (2011) mentions one small practice you can immediately integrate that takes no time: ring a gong or bell before class to signal the transition into focused time, or use it to help students refocus. If space is an issue, you can also search for chair-based yoga practices to suit your classroom.

Final note:
One should allow students the opportunity to opt out, or for alternative exercises. One should also always ask if students have any health problems or injuries before beginning.

Annotated Resources:

Decolonizing Yoga: Yoga is a website about exactly what it sounds and is an important project. Please visit here to engage in socially responsible yoga.

Breathe for Change: https://www.breatheforchange.comBreathe for Change is a yoga program specifically aimed at training educators in yoga. They train educators how to self-care and extend that into the classroom. 

ESLYoga: http://eslyoga.comESL Yoga is a website with a free starter kit for teachers new to but curious about implementing yoga in their classrooms. The website is also conscientious about culturally appropriate language and yoga instruction. She also has two books full of ESL Yoga activities available for purchase.

ESLLanguages: is a Switzerland-based company providing study abroad language opportunities for adults. They offer programs that include yoga, sports, and beyond (film and cooking for example)!

Liu, F., Sulpuzio, S., Kornpetpanee, S., & Job, R. (2017). It takes biking to learn: Physical activity improves learning a second language. PLoS ONE,12(5). doi: speaker ELLs with a basic knowledge of English benefitted both in vocabulary retention and in their understanding of sentences from 20-minutes aerobic exercise prior to learning a set of new words and 15 minutes of continued exercise during instruction.

Machado, A. “This Latina just started the first even Spanish-language yoga teacher training in the States.” Matador Network. May 30, 2016. piece introduces Rina Jakubowicz, born in Venezuela as daughter of a Cuban father and Argentinian mother, and now in the USA making waves. While she does not teach second languages through yoga, her accomplishments as the first Spanish language yoga training program instructor at a major yoga school in the USA are inspiring and reinforce the growing interconnections between yoga, languages, empowerment, and community.  

Mishler, A. (n.d.). Home [Yoga With Adrien]. Retrieved from: is my favorite go-to resource for online yoga. She has yoga for everything, including for teachers and students. She is accessible, approachable, and a top-notch place to start. She also has a plentitude of videos for beginners! Check out the comments below any of her videos and her positive impact is clear.

Morgan, L. (2011). Harmonious language learning: Yoga in the English language classroom. English Teaching Forum,49(4), 2-13. Retrieved July 14, 2018, from ERIC. This article promotes the idea of a “harmonious language learning classroom”—an emotionally, mentally, and physically healthy place to learn where teachers and students are concentrated yet relaxed. The teacher writes on her experiences and expertise gained from a simultaneous internship teaching in a traditional language learning classroom and one teaching ESL with Yoga to Latina mothers new to the USA at a Quaker Meeting Center.

Ratey, J. J., & Hagerman, E. (2013). Spark: The revolutionary new science of exercise and the brain. New York: Little, Brown. This text covers groundbreaking research into the science of academic performance and fitness. It focuses on an important distinction from Physical Education classes of long ago Rather than focus on sports and competition amongst students, it focuses on fitness and personal improvement/benchmarks.

Reynolds, Gretchen. “How Exercise Can Improve Learning a Language.” The New York Times. August 16, 2017. article covers and reflects on the research covered in the above “It takes biking to learn: Physical activity improves learning a second language” article.

Activity of the Week

  • Yoga for Teachers

    Total time: approximately 45 minutes. Yoga With Adriene “Yoga for Teachers” video time: (30:22)

    Before you try anything out in the classroom, try something out for yourself. Please note, if you have any injuries or limitations you may consult a doctor or wellness expert as well as search online to find adaptations in poses.

    1. Grab a pencil and paper plus yoga mat/towel/blanket. A pillow may be handy for sitting or kneeling.
    2. Turn off your cell phone.
    3. Roll out your yoga mat/towel/blanket.
    4. Sit down. Take two minutes to free-write. The topic: “How I will let what I want to be inspire rather than terrify me?” Now, jot down (using only adjectives) the language teacher you were today and one you would like to be most like.
    5. After the free write, stand at the top of your mat feet hip width apart. Check in with your body. How does it feel?
    6. Thank yourself. I recommend being ridiculous, shaking your own hand, and saying a hearty “Well done, you handsome devil you!” Making it to the mat was the hardest part. Welcome. Let’s get nourished and have some fun!
    7. Before beginning the video, close your eyes. Your lungs are life-giving balloons. Take a big sip of air as you breathe all the way into your stomach and let all four corners of your torso inflate. Exhale. Repeat x3.
    8. Try on a small smile. You magnificent creature you!
    9. One quick question. I recommend going with the first thing that comes up. What is the top quality you would like to emanate and impart with ease in your classroom this week?
    10. Press “play” on the Yoga With Adriene “Yoga For Teachers” video. Complete or go as far as you can.
    11. Once the video has finished, say a quick thank you to your body for all it does. Give yourself a few minutes and move at your own pace into the final step.
    12. In your mind, note: how and where do your body and mind feel different?
    13. Pencil and pen, List what you did well as an educator this week. Whatever word(s) came up in Step 9, please now take the biggest inhale from your day and say the word in your head with an exhale. As a final step, please now quietly utter, loudly shout, or whatever way feels right to yourself: "I already know how."
    14. As Adriene of Yoga with Adriene would say, “The awesome in me bows to the awesome in you.” Thank you for showing up. A healthy, happy teacher is a healthy, happy classroom. May you be an ever-increasing torch in life.

CASLS Spotlight: CASLS and LTS: Supporting Professional Training for Graduate Students

LTS Students Katie Carpenter (left) and Christopher Daradics (right) with CASLS Director Dr. Julie Sykes
LTS Students Katie Carpenter (left) and Christopher Daradics (right) with CASLS Director Dr. Julie Sykes

CASLS and the Language Teaching Studies at the University of Oregon partner each year to support the professional development of LTS students. The LTS is a Master of Arts program aimed at giving up-and-coming leaders in language teaching a theoretical and practical professional foundation in just fifteen months.

Part of that foundation includes internships, and CASLS regularly hosts LTS graduate students as both interns and graduate employees who receive full tuition support. LTS students have worked on LingroToGo (a Spanish language and pragmatics mobile application) Games2Teach (classroom activities to accompany digital games), the Bridging Project (online high school curriculum), and research support.

“LTS graduate students work on projects related to our Title VI Language Resource Center grant, which enables them to put their LTS program studies into practice,” says CASLS Director Dr. Julie Sykes. “They also become part of our weekly professional development sessions and receive introductions to national leaders in the field.”

“The CASLS and LTS collaboration provides graduate students with a host of opportunities to participate as emerging language professionals,” CASLS Language Technician Christopher Daradics adds. Christopher started working at CASLS as an intern, later as a graduate employee, and eventually as a faculty member.

Christopher isn’t the only LTS alum working at CASLS. Our East Asia Programs Director Li-Hsien Yang graduated from the program in 2011.

Language Corner

Using Twitter in World Language Classes

Source: Edutopia Back to Quick Links


Anzo Otero shares three ways to use tweets in language classes. Two center on the use of images that accompany tweets, asking students to predict what the image is based on the tweet or a description of the image. The third asks students to comment on a tweet. All highlight the potential to search for specific strings in tweets, so that you can focus on particular target structures or collocations.

Read the article at

Using Holiday Music from the Target Culture

Source: Creative Language Class Back to Quick Links


In this article read how you can use not only popular holiday songs but also songs that are part of the tradition and culture of the target language. Learning another language is not only about the linguistic aspects of the language but also the culture and history of the target language society, and it is always useful to familiarize your students with such cultural songs. In this article you will find a few holiday songs in German and French.

To read the full article, visit

Assess Literacy Skills Without Risk of Readicide

Source: MiddleWeb Back to Quick Links


In this article, read about an English teacher at Fulton Middle School in Middleton, Michigan, Jeremy Hyler, who uses online literature circles, student-created websites using Weebly, and other technologies to encourage his students to read literature regularly and discuss it among themselves. This teacher’s goal is to create the excitement for reading and learning and to asses his students in a more creative way.

To read how he does it, visit

Article: Supporting Middle Level English Learners Who Can't Read

Source: MiddleWeb Back to Quick Links


Valentina Gonzalez writes, "What do you do when you realize an English learner or any student in your class is having trouble reading on grade level? How do you do support readers and build their confidence so they grow and understand how to unlock the code of reading in English?" Here are three strategies that serve as starting points: provide students with opportunities to hear the text, teach sight and high frequency words, and teach about letters and sounds.

Read the full article at

Black Belt Writing: Increasing Student Confidence through Growth Tracking

Source: Larry Ferlazzo's Websites of the Day Back to Quick Links


ELL teacher Ciera Walker found that her students struggled with writing assignments even when they had solid content knowledge. To build their confidence, she created a series of colored "belts" similar to attainments in martial arts. Each level corresponds to expectations on the WIDA writing rubrics and includes relevant Can-Do statements. Read her full blog post explaining the approach at

Tech Tools for the World Language Classroom

Source: Secondary Spanish Space Back to Quick Links


Jen Shaw of Secondary Spanish Space shares her seven favorite tech tools: SeeSaw, Flipgrid, Edpuzzle, Quizlet, InsertLearning, Adobe Spark Video, and DuoLingo. Her descriptions include specific examples of using the tool in language class. For example, Edpuzzle allows teachers to add questions to different parts of a YouTube video; she explains how she uses it to flip her grammar lessons for her students.

Read her blog post at

Podcast: What Can Neuroscience Teach Us about Language Teaching

Source: TEFL Training Institute Back to Quick Links


One of our goals with InterCom is to help connect research and practice. In this 15-minute podcast from the TEFL Training Institute, Carol Lethaby talks about findings in neuroscience and how they may apply to language teaching. She includes a critique of several "myths," including the assertion that we only use 10% of our brains, that there is an empirical basis for multiple intelligences, and that multimodal input is always best. She also includes positive recommendations for teachers.

Listen to the podcast here:

Chopsticks: Non-Verbal Brain Break

Source: La Maestra Loca Back to Quick Links


Here's a nice brain break game that is quiet, involves both hands, and gets students planning mathematical strategy: Chopsticks! The rules sound complicated, but with the help of two children in a two-minute video, you and your students can be playing in no time.

Read (and watch) how to play here:


Brain Breaks and Energizers for Language Learners

Source: Larry Ferlazzo's Websites of the Day Back to Quick Links


Your InterCom editor is a big fan of brain breaks, and a search of the term in our archives ( is bound to yield links to lots of ideas.

Here is a recent article by Sarah Said explaining why brain breaks and energizers are especially important for language learners. She writes, "Imagine that the child is hearing the content in a different language or in a strange place that is not the home they know. The learning is being interrupted by more tension and the child may suffer from other types of brain trauma. ... It is important that we advocate for education the whole child not only from a linguistic standpoint but also a social emotional standpoint, as well. With this, we really have to set up classrooms that provide an appropriate climate for English Learners. This climate may provide an opportunity for a brain break (a time where a child can rest their brain for part of the lesson as they are processing information) or an energizer (a time where a child can really be re-energized in their learning to continue on to more learning)." Read her full article at

In a follow-up article, she provides several examples of specific brain breaks and energizers. Get fresh ideas here:

Increasing Student Comfort with Authentic Text through Choice

Source: passion4theprofession Back to Quick Links


Leslie Grahn of the passion4theprofession blog asks, "Trying to interpret a text in a language other than your first language can be intimidating. And, in this day and age, students’ first impulse is to use Google Translate. How can we lower students’ anxiety around interpreting authentic text?" In this blog post, she suggests five different ways to offer student choice in what authentic materials they read and how they respond to them:

  1. Allow students to select authentic text for independent reading time.
  2. Implement before, during, and after reading choice boards
  3. Allow students to select an authentic text from a group of curated resources.
  4. Encourage students to enrich and extend their learning by diving more deeply into a topic of their choice through authentic resources
  5. Give access to students to authentic text at a variety of challenge levels

Read the full blog post at

Cellphone Ritual

Source: Totally Comprehensible Latin Back to Quick Links


In this article read how this Latin teacher deals with students using their cellphones in the classroom and also about their simple daily ritual for putting their cellphones away.

To read the full article, visit

Simple Tips for Boosting Teacher Resilience

Source: Edutopia Back to Quick Links


By this time of the school year, teachers are usually tired and probably are experiencing the negative effects of stress. In this article you can read about strategies that can help you manage your stress and build resilience.

To read the full article, visit

Seven Activities to Get our Students out of Their Seats

Source: Teaching in the Target Language Back to Quick Links


According to this article, students approximately spend seven hours out of their school day sitting. Besides the fact that sitting for a long period of time is unhealthy, students usually get more motivated and engaged if they are moving. In this blog post you will find some ideas and games that can be used in the language classroom in order to avoid the pattern of students being in their seats for extended periods of time.

To read the full article, visit

2018 Open Doors Report on Study Abroad

Source: IIE Back to Quick Links


Open Doors, supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State, is a comprehensive information resource on international students and scholars studying or teaching at higher education institutions in the United States, and U.S. students studying abroad for academic credit at their home colleges or universities.

The 2018 Open Doors report was released on November 13. According to the Institute of International Education, "The United States remains the top host of international students globally. International students made a significant financial impact on the United States in 2017, contributing $42.4 billion to the U.S. economy through tuition, room and board, and other expenses, according to the U.S. Department of Commerce.

"As for U.S. students, study abroad numbers grew by 2.3 percent to 332,727 Americans studying abroad for academic credit at their home institutions in 2016/17. Approximately one in 10 U.S. students study abroad during their undergraduate career.

"In addition, Open Doors 2018 shows that the profile of U.S. students going abroad continues to diversify. The number of students who identify as racial or ethnic minorities who studied abroad in 2016/2017 was 29.2 percent. In 2005/06, racial and ethnic minorities accounted for only 17 percent of the study abroad population."

Read the full announcement at

For more details about the report, go to

The report itself will be available in early 2019. For more context, see this article in Language Magazine:

Study: Identification of English Learners for Gifted and Talented Programs

Source: NCRGE Back to Quick Links


The National Center for Research on Gifted Education released a report last June: "Exploratory Study on the Identification of English Learners for Gifted and Talented Programs."

According to the executive summary, "English learners (ELs) are the fastest growing population of learners in the United States (National Center for Education Statistics, 2013). However, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities (Callahan, 2005), but also other underserved populations of learners (Iowa Department of Education, 2008; Matthews, 2014). The United States Department of Education, Office for Civil Rights (2014) indicated that 2% of ELs are enrolled in gifted and talented programs, as compared to 7% of non-ELs. Historically, there is an underrepresentation of students from culturally, linguistically, and economically diverse (CLED) communities in gifted and talented programs.

"A comprehensive literature review on gifted ELs (Mun et al., 2016) determined that identification procedures and policies have been cited as the crux of the problem. To further investigate this issue and seek solutions, a preliminary theory of change for EL gifted education (including the four phases of pre-identification, preparation, identification, and placement) was developed and tested by the National Center for Research on Gifted Education (NCRGE, 2016).

"A quantitative analysis of data from three states with mandated gifted identification policies confirmed that ELs were generally underrepresented in gifted and talented programs, even in states with mandates."

Access the full report at

Read an article about the report at

Professional Development

A Workshop for Immersion Teachers

Source: Asia Society Back to Quick Links


China Early Language and Immersion Network (CELIN) at the Asia Society and Washington Yu Ying Public Charter School in Washington, DC, are collaborating to offer a special Immersion Teacher Workshop at the school on January 18, 2019. It will be a full day of teacher-led immersion labs in which participants will observe immersion classes and interact with experienced immersion teachers; connect with other immersion teachers to set up professional exchanges; learn how to plan lessons, gather resources, and implement them with effective instructional strategies; and engage in performance-based assessments.

For more information, visit

Conference: Mobile Language Learning Experience International Conference

Source: Lycée Français de New York Back to Quick Links


Mobile Language Learning Experience International Conference

Lycée Français de New York

February 21-22, 2019

The Lycée Français de New York will be hosting a new international conference on Mobile language Learning on February 21 and 22, 2019. The conference will gather scholars and practitioners from all over the world in a forum about the impact of technology on learning and teaching languages. It will also focus on how technology shapes the experiences of learners as well as teachers.

For more information, visit


Call for Proposals: The 18th Symposium on Second Language Writing 2019

Source: Arizona State University Back to Quick Links


The 18th Symposium on Second Language Writing and the SSLW Institute

Arizona State University

Tempe, AZ USA

November 13-16, 2019

The Symposium Organizing Committee at Arizona State University is seeking proposals for presentations that address various topics within the field of L2 writing. Any topic related to second language writing theory, research, or teaching is welcome. The Symposium Committee is interested in L2 writing issues in any second or foreign language for any age groups in personal, academic, professional and civic contexts. The proposals will be peer reviewed and possible session formats include: a 20 min paper presentation, a 1.5-hour colloquium session, a 10-15 min presentation, a discussion, a workshop, an open meeting, and a closed meeting.

Submission Deadline: January 15, 2019

For more information, visit


Book: Languages for Specific Purposes in History

Source: Cambridge Scholars Publishing Back to Quick Links


Languages for Specific Purposes in History

Edited by Nolwena Monnier

Published by Cambridge Scholars Publishing

This book presents twelve papers on the use of Languages for Specific Purposes (LSPs) throughout history. From Antiquity to the present time, contributors analyze how LSPs emerged both in Europe and in other parts of the world, such as Judea, North America, and China. The historical aspect of LSPs has generally not been studied in depth, despite being part of the global understanding of the phenomenon. All aspects of professional life are tackled in this book, including administration, commerce, diplomacy, medicine, legal studies, geography, sociology, mathematics and history.

This volume will naturally appeal to historians but also to linguists, sociologists, and anyone interested in languages used in a professional context. It offers a better understanding of where LSPs come from, how they emerged and how they tend to become real specialties in the teaching of modern languages.

Visit the publisher's website at

Book: Teaching and Learning English in Non-English-Speaking Countries

Source: Cambridge Scholars Publishing Back to Quick Links


Teaching and Learning English in Non-English-Speaking Countries

By Shahnaz Shoro

Published by Cambridge Scholars Publishing

The English language is currently used as a second or foreign language in those countries that had once been British colonies. For example, when united India was partitioned into two main countries, India and Pakistan, it was intended that English would gradually be replaced as the language of administration in both countries. However, as the countries were also home to several regional languages, attempts to introduce a sole official language and abolish English as the second official language have never succeeded. In today’s world, English is the language of the cultural, social and political elite, offering significant economic, political and social advantages to fluent speakers. Speakers of the English language automatically enjoy greater social status and have easier access to positions of power and influence. Learning and teaching the English language has therefore become a concern for those who cannot afford to study in native-speaking countries or at local expensive English-medium schools. This book provides various government and non-government educational and professional institutions with simple and practical language-learning courses that fulfill the requirements of people who want to learn English. It will be of great interest to a wide variety of readers, including teachers, language learners, students, linguistic departments, general readers who are struggling to learn English, and professionals who want to overcome the language barrier.

Visit the publisher's website at

Book: The Handbook of Advanced Proficiency in Second Language Acquisition

Source: Wiley Back to Quick Links


The Handbook of Advanced Proficiency in Second Language Acquisition

Edited by Paul A. Malovrh and Alessandro G. Benati

Published by Wiley

The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development.

Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical accounts of advanced language use combined with solid empirical research.

  • Includes contributions from an international collection of noted scholars in the field of second language acquisition
  • Offers a variety of theoretical approaches to SLA
  • Contains information on the most recent empirical research that contributes to an understanding of SLA
  • Describes performance phenomena according to multiple approaches to SLA

Written for scholars, students and linguists, The Handbook of Advanced Proficiency in Second Language Acquisition is a comprehensive text that offers the most recent developments in the study of advanced proficiency in the acquisition of a second language.

Visit the publisher's website at

Subscriber Profile

Larry Ferlazzo Login
Email: Back to Top
Language: ESL/Bilingual
Content Area: ANY
Level: ANY
State: California
Group: Intercom

InterCom articles do not necessarily reflect the view of CASLS, and the mention of trade names, commercial products, or organizations does not imply endorsement.
For subscription information or to edit your InterCom profile:
Send questions about InterCom to

InterCom made possible through support from:
U.S. Department of Education’s Title VI funding for National Language Resource Centers.
Copyright © 2018 Center for Applied Second Language Studies (CASLS)