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This edited volume brings together 10 cutting-edge empirical
studies on the realities of English language learning, teaching and
testing in a wide range of global contexts where English is an
additional language. It covers three themes: learners' development
of interactional competence, the organization of teaching and
testing practices, and sociocultural and ideological forces that
may impact classroom interaction. With a decided focus on
English-as-a-Foreign-Language contexts, the studies involve varied
learner populations, from children to young adults to adults, in
different learning environments around the world. The insights
gained will be of interest to EFL professionals, as well as teacher
trainers, policymakers and researchers.
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