In his 2016 articles (Hyland, 2016a, 2016b), Ken Hyland makes a case for what he terms the ‘myth of linguistic injustice’, calling into question the assumption that ‘non-native’ users of English are at a linguistic disadvantage compared with their ‘native’ counterparts when writing for publication. In response, Flowerdew (2019) argues that Hyland is mistaken in categorically dismissing the extra challenges inherent in academic writing in an additional language, suggesting that while all academic writers may face a common set of challenges, ‘EAL [English as additional language] writers have an additional set of linguistic challenges, which do not apply (to such an extent) to L1 writers’ (p. 257). Here, we aim primarily to respond to Flowerdew yet, as his ideas are intrinsically intertwined with Hyland's initial claims, our article is unavoidably and necessarily a response to both writers and an attempt to contribute to the ongoing and wider discussion of native-speakerism and notions of speakerhood based on our own professional and personal experiences.

A professional journey is always part personal and mine is no exception. How does an individual from the Midwest of the United States get involved with language? It is something I have pondered for a long time along with the additional question of how that involvement translated into a profession. I hardly see it as a profession; rather, it was a life-long love of language that took me down a professional path.

First of all, I would like to thank Freda Mishan (2021) for a fascinating and insightful article into English language teaching (ELT) coursebooks. She covers a wide range of perspectives and raises many important issues. Although I may have different views on some of these, I think she has done a great service in helping me look with fresh eyes at what many teachers take for granted: the humble yet ubiquitous ELT coursebook.

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

A dedicated teacher, keen to try out new methods of teaching English and French and different ways of getting learners to talk. The teacher knows it is important to motivate the learners by bringing the real world and the target culture into the classroom and uses authentic newspaper articles on current events and takes the class out of the classroom to observe and discuss a phenomenon of physical geography which was mentioned in one of the reading texts. For three years this teacher keeps a diary of ideas for individual lessons, questions about materials and procedures as well as learner reactions and their learning difficulties and successes. Their language work is documented and analysed. As a result of these analyses, the teacher selects different procedures for further lessons, which are likewise analysed. Finally, the teacher publishes his observations, reflections and analyses for the benefit of other language teachers as well as academic discussion on language teaching methodology.

04–669 Hardison, Debra M. (Michigan State U., USA; Email: hardiso2@msu.edu). Acquisition of second-language speech: effects of visual cues, context, and talker variability. Applied Psycholinguistics (Cambridge, UK), 24, 4 (2003), 495–522.

04–670 Hirst, Elizabeth (Griffith U., Queensland, Australia; Email: e.hirst@griffith.edu.au) Diverse voices in a second language classroom: burlesque, parody and mimicry. Language and Education (Clevedon, UK), 17, 3 (2003), 174–191.

04–671 Matsumura, Shoichi (Ryukoku U., Japan). Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics (Oxford, UK), 24, 4 (2003), 465–491.

04–672 de Mattos Pimenta Parente, Maria Alice and Geiger, Lucienne (Rio Grande do Sul Federal U., Brazil) and Dunbar, Harriet and Nespoulous, Jean-Luc. The role of phonological loop components on children's story recall during the first years of schooling. Revue Parole (Mons, Belgium), 25/26 (2003), 45–74.

I started out as a budding English as a second language (ESL) teacher in 1976 at UCLA where I went through the M.A. TESL (Teaching English as a Second Language) and Applied Linguistics Ph.D. programs. Sadly, those two programs were ‘disestablished’ in 2014, which provides a stark lesson to any departments that think they are hot stuff that nothing lasts forever. Nonetheless, my training in those programs provided me with an excellent start down three professional paths: second language testing, curriculum development, and research methods.

University of Sheffield, UK; 9–10 July 2009

The seminar, organised by Jane Woodin, Gibson Ferguson, Valerie Hobbs and Lesley Walker (School of Modern Languages & Linguistics and School of English, University of Sheffield), aimed to bring together those working in intercultural communication (IC) pedagogy largely – though not exclusively – in the higher education sector. It drew inspiration from the growing number of courses with an intercultural element, from stand-alone modules and training courses to Master's degrees.

07–398 Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.

07–399 August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading? Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.

07–400 Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang & Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.

07–401 Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.

07–402 Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.

07–403 Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.

07–404 Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.

07–405 Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.

07–406 Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.

07–407 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.

07–408 Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.

07–409 Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277

07–410 Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.

07–411 Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.

07–412 Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation of wh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.

07–413 Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.

07–414 Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.

07–415 Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.

07–416 Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.

07–417 Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.

07–418 Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.

07–419 Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.

07–420 Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.

07–421 Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.

07–422 Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.

07–423 Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.

07–424 Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.

07–425 Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.

07–426 Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.

07–427 Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.

07–428 Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.

07–429 Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.