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Building upon the edited volume of Houghton and Rivers (Multilingual Matters, 2013), the AILA ReN is an expansion upon a 3-year research project (2012-2014) supported by a Grant-in-Aid for Scientific Research (24520627), which problematized native-speakerism as a language-based form of prejudice affecting language teachers. The AILA ReN aims to build an expanded international research network by engaging researchers in the exploration of native-speakerism in the teaching of various languages, taking into account both student and teacher perspectives, and institutional and policy levels across languages and contexts.

This research network (HoLLT.net) exists to stimulate and promote research into the history of language learning and teaching within applied linguistics internationally. Such research will help us understanding historical developments and furnish necessary historical perspectives for professional reflection on how language education is or should be carried out today, including – for example – in the areas of language education policies, curricular and textbook reform initiatives and enhancement of  teacher training and teaching methodology in different contexts.

Writing academically becomes a major challenge in the new European Higher Education Area, where undergraduates are being required to write their essays and exams in English. Due to the interdisciplinary nature of the L2 writing field, each ReN member has focused on a specific area within academic writing: students’ attitudes towards L2 writing, grammatical features, translation issues and interferences between L1-L2, pedagogical implications and formal evaluation and assessment. Ongoing research stages in our ReN are related to the measurement of students’ awareness of their own L2 academic production as well as to a qualitative analysis of their attitudes towards writing.

This ReN deals with a research area which has developed during the past decennia and is now gaining increasing attention in our globalised world: multilingualism and multiple language acquisition and use. We research these areas from different perspectives: psycholinguistics, sociolinguistics, pragmatics, intercultural communication, cognitive and social psychology, pedagogy, education policy, language policy. Some researchers focus on macro-aspects of multilingualism (minority groups, immigration, challenges for multilingual countries, education, justice and healthcare), others focus on micro-aspects, namely individual differences and their potential foreign language teaching implications.