IAFOR Journal of Education: Language Learning in Education
Volume 10 – Issue 1 – 2022
From the Editor Greetings readers! Welcome to the IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education. Since the last issue of the IAFOR Journal of Education: Language Learning in Education, much continues to change for most of the world. As the COVID-19 worldwide pandemic diminishes its onslaught in some areas, it becomes more prevalent in other countries. Individuals from every country have witnessed the damage and loss inflicted by the same worldwide crisis. The return to a more normal way of life that was hoped for by so many remains beyond their grasp. Employment has been difficult at times, causing people to move to an area where jobs were more readily available. The nature of work persists in evolving as many remain at home to accomplish work tasks. The educational world has attempted to cope with flexibility when learning must return to an online format because of sudden and dramatic outbreaks of the virus or one of the new variants. What has not changed is the need for learning a second language, often in a new country and frequently with unfamiliar cultural practices. With the onset of the virus, many nations experienced upheaval and political unrest. Such turmoil has led to the movement of millions of people to safer places in order to survive. The United Nations Secretary General recently noted that extreme weather disasters and armed conflict are colliding, compelling people to escape more than once to find security, shelter, safe haven, and food. Inherent in the move is the need to successfully learn a new target language. Despite what drives people apart or into isolation or to be separate, what brings the authors of these articles together is the desire to improve the second language teaching and language development of their students. From so many diverse countries in the world, these authors who may have never spoken with one another have conducted research studies all with the intent of improving the education of second language learners. It is as though the language of linguistics, second language acquisition, and of improved pedagogy to teach language becomes the common language of those who are engaged in that pursuit. Multilingualism, second language acquisition, and second language learning continue to take center stage in every nation. The movement of peoples from country to country has increased. The number of second language learners throughout the world increases continuously, reminding educators, scholars, and researchers that investigating the multifaceted processes of second language acquisition and language learning in addition to researching promising new methods, materials and trends is essential to the improvement of second language teaching and learning. Motivation, appropriate teacher feedback, low affective filters, best procedures for developing speaking and listening skills, the development of vocabulary and equal access to learning are central to the second language acquisition dialogue. The persistent question concerns how to improve second language instruction to enhance and appropriately facilitate second language acquisition. Furthermore, discovering what indicates best practice among those who teach language learners of any age requires educators to look ahead for innovative initiatives while simultaneously continuing to use strategies and methods that are research proven. These precise topics are addressed in the variety of articles provided by the diverse group of authors who contribute their research and scholarship to this issue of the IAFOR Journal of Education: Language Learning in Education. The reader will gain knowledge of several issues affecting language learning in a wide assortment of nations and will find that similar discussions emerge in schools and second language classrooms transnationally.
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