Language and Language Teaching - Issue 17

We present in this issue narratives of adult language acquisition. These are of interest in themselves, of course, but of interest also with regard to the teaching of language(s) in schools. Language teaching in school is often bogged down by the weight of scholarly tradition, literary history, and linguistic pride. It suffers, above all, from co-option into a system of syllabus, teaching, and examination, geared to competitive mark-gathering. Our learners' narratives remind us that language learning can be an empowering, exploratory and joyous experience if the learner chooses to be an active participant in it, and is allowed to be one.

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