ABSTRACT
This chapter offers an overview of the literature on best practices and challenges of supplementing L2 curriculum with a special accent on language instruction. It explores connections between curriculum, textbook, and standards, establishes and analyzes the reasons why teachers supplement curriculum, discusses responsible supplementation practices, and suggests a checklist for evaluating the practice of curricular supplementation. Next, the chapter examines empirical research instrumental for making decisions on how to best supplement language-teaching curriculum and points out neuromyths caused by the surge in brain research, as well as their negative effects on the teacher’s professional competence and ability to organize student learning. It compares the insight of meta-analyses and identifies several impactful influences of student achievement for language learning and then reviews research of the past 35 years in relation to impactful language teaching and, based on this, provides additional recommendations for teaching practices of supplementing L2 curriculum.
