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📕Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge University Press. I am writing a book this summer, and this morning I intuitively reached along the row of books I set up on my desk months ago — twenty or thirty I expected to need
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📗What follows is a summary of what the series says about the state of language teaching. One point does not sit easily as a single item, because it is what holds the whole list together. Criticality is understood here not as a pre-approved political or ethical stance to be
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📗Book Review — Professionalising English Language Teaching: Concepts and Reflections for Action in Teacher Education This is the eighth post in a series reading a single issue of JALT Journal, the May 2026 number, for what the field shows about itself when it speaks in its own pages. Editorial · Hu &
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📗Book Review — Antisocial Language Teaching: English and the Pervasive Pathology of Whiteness This is the seventh post in a series reading a single issue of JALT Journal, the May 2026 number, for what the field shows about itself when it speaks in its own pages. Editorial · Hu & Hashim · Ellis
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📗Book Review — Social Justice in Language Education: Taking Action This is the sixth post in a series reading a single issue of JALT Journal, the May 2026 number, for what the field shows about itself when it speaks in its own pages. Editorial · Hu & Hashim · Ellis · Machida Reviews of
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📗Book Review — The Art of Intercultural Business Communication: A Competency-Based Approach This is the ninth post in a series reading a single issue of JALT Journal, the May 2026 number, for what the field shows about itself when it speaks in its own pages. Editorial · Hu & Hashim · Ellis
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📗 認知言語学から見た生成AIと外国語学習 — 町田章 This is the fourth in a series of posts in which I analyse the May 2026 issue of JALT Journal cover to cover, reading not so much for what each piece contributes but for what the whole reveals about the world the writers share. Editorial · Hu & Hashim
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🌱Multidimensionality is a term and design principle that helps us remember that any learning moment is active on more than one level at once. We are never only learning the declared content. We are also experiencing processes, inhabiting a role, forming a sense of ourselves, meeting or resisting authority, noticing
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📝One afternoon in the autumn of 1984, sitting in my living room in South Parade, Oxford, I got a phone call that changed my life. It was from a professor in the Faculty of Education at Okayama University. With him was an English gentleman I had never met, but had