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The Oxford Key Concepts for the Language Classroom series is designed to provide accessible information about research on topics that are important to second language teachers. Each volume focuses on a particular area of second/foreign-language learning and teaching, covering both background research and classroom-based studies. The emphasis is on how knowing about this research can guide teachers in their instructional planning, pedagogical activities, and assessment of learners’ progress.

The idea for the series was inspired by the book How Languages are Learned. Many colleagues have told us that they appreciate the way that the book can be used either as part of a university teacher education program or in a professional development course for experienced teachers. They have commented on the value of publications that show teachers and future teachers how knowing about research on language learning and teaching can help them think about their own teaching principles and practices.

This series is oriented to the educational needs and abilities of school-aged children (5–18 years old) with distinct chapters focusing on research that is specific to primary- and secondary-level learners. The volumes are written for second language teachers, whether their students are minority-language speakers learning the majority language or students learning a foreign language in a classroom far from the communities where the language is spoken. Some of the volumes will be useful to ‘mainstream’ teachers who have second language learners among their students, but have limited training in second/foreign language teaching. Some of the volumes will also be primarily for teachers of English, whereas others will be of interest to teachers of other languages as well.

The series includes volumes on topics that are key for second language teachers of school-age children and each volume is written by authors whose research and teaching experience have focused on learners and teachers in this age group. While much has been written about some of these topics, most publications are either ‘how to’ methodology texts with no explicit link to research, or academic works that are designed for researchers and postgraduate students who require a thorough scholarly treatment of the research, rather than an overview and interpretation for classroom practice. Instructors in programs for teachers often find that the methodology texts lack the academic background appropriate for a university course and that the scholarly works are too long, too difficult, or not sufficiently classroom-oriented for the needs of teachers and future teachers. The volumes in this series are intended to bridge that gap.

The books are enriched by the inclusion of Spotlight Studies that represent important research and Classroom Snapshots that provide concrete examples of teaching/learning events in the second language classroom. In addition, through a variety of activities, readers will be able to integrate this information with their own experiences of learning and teaching.