SLA Applied




theory and practice, SLA


SLA Applied: Connecting theory and practice Brian Tomlinson and Hitomi Masuhara (2021) Cambridge, UK: Cambridge University Press. Pp. 420. ISBN: 9781108471824 (hbk) ISBN: 9781108458535 (pbk) ISBN: 9781108559263 (eBook)

Author Biography

Ronald P Leow, Georgetown University

Ronald P. Leow is Professor of Applied Linguistics, Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University.  His areas of expertise include language curriculum development, teacher education, Instructed Language Learning, psycholinguistics, cognitive processes in language learning, research methodology, CALL, and writing/written corrective feedback.  Professor Leow has published extensively and has co-edited several books together with his single-authored 2015 book titled “Explicit learning in the L2 Classroom: A student-centered approach” (Routledge) and his edited Routledge Handbook of second language research in classroom learning that recently appeared in 2019.


Chaudron, C. (1985) Intake: On models and methods for discovering learners’ processing of input. Studies in Second Language Acquisition 7: 1–14. Doi:

Faerch, C. and Kasper, G. (1980) Process and strategies in foreign language learning and communication. The Interlanguage Studies Bulletin – Utrecht 5: 47–118. Doi:

Gass, S. M. (1997) Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.

Krashen, S. (1982) Principles and practice in second language acquisition. Oxford: Pergamon.

Leow, R. P. (2012) Intake. In P. Robinson (ed.) The Routledge encyclopedia of second language acquisition 327–329. New York: Taylor & Francis.

Leow, R. P. (2015) Explicit learning in the L2 classroom: A student-centered approach. New York: Routledge. Doi:

Leow, R. P. (2019a) ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues. Language Teaching Research 23: 476–493. Doi:

Leow, R. P. (2019b) From SLA > ISLA > ILL: A curricular perspective. In R. P. Leow (ed.) The Routledge handbook of second language research in classroom learning 483–491. New York, NY: Routledge.

Medgyes, P. (2017) The (ir)relevance of academic research for the language teacher. ELT Journal 71: 491–498. Doi:

Morgan-Short, K., Steinhauer, K., Sanz, C., and Ullman, M. (2012) Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience 24: 933–947. Doi:

Paran, A. (2017) ‘Only connect’: Researchers and teachers in dialogue. ELT Journal 71: 499–508. Doi:

Pienemann, M. (1985) Learnability and syllabus construction. In K. Hyltenstam (ed.) Modeling and assessing second language acquisition 23–75. Clevedon: Multilingual Matters.

Sato, M. and Loewen, S. (2022) The research-practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal 106(3): 509–527.

Schultze, U. (2015) Spacing techniques in second language vocabulary acquisition: Short term gains vs. long term memory. Language Teaching Research 19: 28–42. Doi:

VanPatten, B. (2007) Input processing in adult second language acquisition. In B. VanPatten and J. Williams (eds), Theories in second language acquisition (pp. 115–135). Hillsdate, NJ: Lawrence Erlbaum.



How to Cite

Leow, R. P. (2022). SLA Applied. Sociolinguistic Studies, 16(2-3), 345–354.