ABSTRACT
The field of additional language learning (broadly defined) is explored in terms of CofP-oriented research in Chapter 6, and I trace its rather different trajectory in this area of language study. In contrast with the predominantly, and problematically, romanticised approaches to CofP in much of Education, language learning scholars have been more critical, leading to a more delayed and incremental introduction of the CofP model despite some early exceptions. It becomes clear that most CofP-oriented work has been done in the sub-fields of language socialisation, language & identity, language study abroad, and English as a Lingua Franca (ELF). Scholarship in all of these areas is critically reviewed, and the central theme of the book is supported, namely that it is essential for scholars to do the work demanded by the CofP model or else risk generating less useful findings. Some innovative methodological alternatives to extended ethnographic fieldwork are explored, and finally I suggest that intersectionality will soon play a larger role in these fields.
