Less Commonly Taught Slavic Languages: The Learner, the Instructor, and the Learning Experience in the Second Language Classroom (A North American Context)
Less Commonly Taught Slavic Languages: The Learner, the Instructor, and the Learning Experience in the Second Language Classroom (A North American Context)

Summary/Abstract: The initial goal of this special section of the EWJUS was to explore and synthesize current developments in the field of Second Language Acquisition and Language Pedagogy, focusing specifically on less commonly taught Slavic languages (LCTSL henceforth) in a North American context. The call for papers encouraged both theoretical and empirical studies that focused on the Learner, the Instructor, and the Learning Experience in the Second Language Classroom. The special section that follows offers a selection of scholarly inquiries that address all three foci, with “the Learner” at the core of each scholarly inquiry. The special section consists of three articles and five reports from the field. The articles, which are theoretically and empirically grounded, address the most pressing issues of LCTSL and focus on Czech, Bosnian-Croatian-Serbian (BCS), and Ukrainian. The reports from the field familiarize readers with current developments and innovations in programs, teaching practices, learning resource developments, and course initiatives in various programs that offer LCTSL (Polish, Slovak, and Ukrainian are represented).

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