ABSTRACT
In broad terms, quality can be sought in the outcomes of learning or in the process of learning and of teaching. This chapter links the quality of the process to more general educational assumptions and refers to a framework of learning opportunities to convert the abstract notion of quality in the process of language learning into more practical notions. The focus is on the quality of classroom practice, differentiating the provision of language learning opportunities from the take-up of those opportunities. It emphasizes collaboration among teachers and learners. It concludes with the implications for institutional quality assurance and, for that purpose, the complementary role of policy and standards, suggesting that standards in this field are not hard bars but aspirations.
