ABSTRACT
The language learning is a vexed topic. People learn foreign languages in many different ways for many different purposes. Learning a language in a classroom is different than learning outside. Learning a vernacular variety of a language is not the same as learning a specialized register like the language of physics. Language teaching simplifies matters rather than language learning only if one takes teaching just to mean formal classrooms. But the role of adult guidance in all sorts of language learning is important well beyond classrooms. Adults serve as cultural brokers in many settings where people acquire languages initially as outsiders. Even classroom teachers can play many more roles othern than the role of instructor. The chapter also deals with creative language teaching, and discusses the situated meaning or embodied meaning and its implications for teaching in settings like schools, colleges, and centers.
