Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground

I play multiple roles in my current position in a Global South country, Sri Lanka. I research second language acquisition (SLA) topics including those related to special educational needs (SEN), teach academic content relating to language learning and teaching to undergraduates and postgraduates, and run teaching practicum courses for pre- and in-service teachers. In these multiple roles, I have to link theory and research outcomes to practice. While doing this, I have realized that many concepts in second language acquisition and teaching (SLA/T) overlap and complement each other. This special issue provided me with an opportunity to see how diverse perspectives in SLA can be linked to practice in a more integrated manner. Here, I comment on the four conceptual synergies proposed in the special issue in relation to my experience in working with researchers, teacher educators, and teachers, mostly in Global South contexts. All research perspectives in this issue rightly place language learners at the center of SLA/T. Individual learner cognitive factors, differences, first language (L1), environment, context, target, identity, positioning, needs, and agency are considered important factors that determine learning outcomes. The issue concludes that “SLA/T is a unique, individual experience.” While I agree with this, it is also important to note that, in several Global South contexts such as ours, learners have little or no control over what they learn and how they learn it. Teachers also have less authority to decide what to teach, as they mostly need to teach the curriculum determined by institutions and governments (see, e.g., Anteneh & Anshu's, 2024, study in Ethiopia). As a result, individual learner differences may be ignored in the classroom. When accommodating learners with learning difficulties such as dyslexia, language teachers must pay attention to individual learner strengths and needs. However, my study in Sri Lanka (Indrarathne, 2019) highlighted that teachers’ lack of control over curriculum and assessment may negatively affect their implementation of inclusive language teaching. The second synergy proposed in the special issue is that “language and its learning are forms of social action.” Concepts discussed, such as co-constructing knowledge in groups, use of interactional tools in such co-constructions, adapting to environments, and meaning making as a social act, highlight how social aspects play an important role in language learning. In order to treat language learning as a social act, teachers need to play an important role. However, studies in some Global South contexts highlight that teachers may not have a sufficient understanding of social aspects of language teaching and learning. For example, Tennekoon (2023), in a study among trainee teachers in English language teaching (ELT) in Sri Lanka, reported that the participants demonstrated negative perceptions of cultural diversity. This could seriously impact their teaching in multicultural classes in the country. Teachers’ lack of intercultural awareness or competence may also negatively affect their teaching practice (e.g., see Bouslama & Benaissi's, 2018, study in Algeria). Hossain (2024) identified several other challenges in making language education more socially relevant. These include limited cultural content in coursebooks, language stereotypes, cultural misunderstandings, and diversity in learner background. The third synergy, “SLA/T is complex and multifactorial including identity construction and development of agency” informs stakeholders that learner achievements can also be complex and diverse. It provides insights into curriculum developers, assessment designers, and teachers that a one-size-fits-all approach is not helpful for learners to achieve their language learning goals. A study in Indonesia highlights that personalized teaching could accommodate both fast and slow learners and increase learner responsibility (Herawati, 2023). Particularly when teaching learners with learning difficulties, teachers need to use a more personalized teaching approach. However, ELT practitioners in my study in Sri Lanka (Indrarathne, 2019) mentioned that barriers such as large classes, the rigid curriculum, and the rigid examination system hinder their ability to pay individual attention to learners. In addition, other challenges, such as choosing relevant materials and lack of teacher knowledge or experience with personalized teaching (Herawati, 2023), may affect language teachers’ ability to deviate from a one-size-fits-all approach. One of the most important and mostly ignored aspects of language learning, according to my experience, is in the fourth synergy, “language learning promotes life and humanization.” The whole-person view of language learners is an important contribution of this issue. This shows that the language teacher's role is not limited to just teaching the language; they need to take a more holistic approach to teaching in general. Kubanyiova and Crookes (2016) also identified the language teacher's role as complex, going beyond their knowledge of language, learners, and learning. They need to play a wider role that underpins cultural and societal values. Al-Wahabi and Tuzlukova (2023) analyzed teacher perceptions of their social responsibility in teaching English for specific purposes in Oman. Although the participants highly recognized their social responsibility, it was moderately managed in class due to reasons such as “lack of social responsibility perspective in some pre-service teaching courses and in-service professional development, perceived issues with time, [and] design and implementation of in-class and extra-curricular activities” (Al-Wahabi & Tuzlukova, 2023, p. 599). While I see the broader relevance of the four conceptual synergies proposed in the special issue to language education in general, as I have discussed, there are several barriers to fully implementing them, particularly in Global South contexts. Lack of awareness among decision-makers and lack of teacher training on these aspects are key issues. In addition, attitudinal issues may also play a role. For example, Ortega (Zheng et al., 2025) stresses the need for decolonizing language teaching. While I agree with this, it is important to note that many learners in the Asian contexts seem to still value the so-called native English and admire the “native-speaker” accent as well as “native-speaker” teachers (e.g., see Irham, 2022; Prakaianurat & Kangkun, 2018). This highlights that researcher perspectives or research findings may not always align with learner or teacher attitudes, beliefs, and wants in all contexts. Considering the importance of the proposed synergies to teachers and learners, teacher training programs, both in- and pre-service, should consider incorporating them into their curriculum. Implementing a critical language teacher education approach (Kubanyiova & Crookes, 2016) may be more effective. Awareness-raising programs targeting different stakeholder groups such as policy planners, curriculum developers, assessment and materials designers, and teacher trainers are also needed

Common ground · Language education · Linguistics · Mathematics education · Pedagogy · Second language · Second-language acquisition · Sociology · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Philosophy · Psychology · Second Language Learning and Teaching

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