Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as knowledge. This article presents the main concepts involved in this view of language teaching: the notion of culture, the language‐culture nexus, and intercultural competence. It also explains the implications of the approach in terms of the skills, attitudes, and knowledge that should be taught. The article goes further: It argues that language teaching needs to be linked to other disciplines in order to develop an approach that integrates insights from citizenship education. All of this has implications for teachers’ professional identity and for cooperation across the curriculum.

This study analyzes the user chat logs and other artifacts of a virtual world, Quest Atlantis (QA), and proposes the concept of Negotiation for Action (NfA) to explain how interaction, specifically, avatar-embodied collaboration between native English speakers and nonnative English speakers, provided resources for English language acquisition. Iterative multilayered analyses revealed several affordances of QA for language acquisition at both utterance and discourse levels. Through intercultural collaboration on solving content-based problems, participants successfully reached quest goals during which emergent identity formation and meaning making take place. The study also demonstrates that it is in this intercultural interaction that pragmatics, syntax, semantics, and discourse practices arose and were enacted. The findings are consistent with our ecological psychology framework, in that meaning emerges when language is used to coordinate in-the-moment actions.THIS STUDY APPLIED SOCIOCULTURAL perspectives and concepts from ecological psychology to English language learning, as well as content learning, in an intercultural avatar-based online environment. Areas investigated include negotiation for action (NfA; a reconceptualization of negotiation of meaning, discussed later), intercultural identity development, and meaning making. The following questions represent the focus of investigation:

Abstract As a major product from the reaction of PNP-nitrite [P = P(C6H5)3] with elementary sulfur or a PNP-polysulfide (PNP)2S12 in acetone under anaerobic conditions PNP-perthionitrite (PNPnitrosodisulfide) PNP-SSNO has been isolated. VIS/UV-spectra point to a thionitrate or perthionitrate as a precursor. The structures of PNP-SSNO and of the product obtained on treating the perthionitrite with triphenylphosphane in acetonitrile, PNP -SNO (PNP-monothionitrite, PNP-nitrososulfide), have been elucidated through X-ray diffraction and independently from new chemical and NMRspectrometric arguments. PNP-SSN O crystallizes in the orthorhombic space group P ben with a = 11.843(3), b = 16.647(5), c = 15.556(4) Å , PNP -SNO in the triclinic group P1̄ with a = 10.525(3), b = 17.196(5), c = 9.451(3) Å , a = 95.22(3), β = 92.32(3), γ = 91.65(3)°.

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The present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.