This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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This article presents the rationale behind a 10 ECTS course in “Intercultural learning” which is an integral part of a new master’s program for teachers of English and German at Østfold University College: “Fremmedspråk i skolen”. We present the content and organization of the course. Furthermore, we reflect on the students’ own intercultural learning by analyzing two types of data: the students’ comments on the course blog and their final reflection notes. Finally, we discuss the students’ learning in the light of their ability to relate to various concepts of culture. The theoretical discussion of the concepts of culture is based on literature on two different approaches to culture, namely more simplistic and essentialist ideas of nationality and ethnicity on the one hand and more theoretically founded ideas of cultural complexity on the other. We found many good reasons for choosing an eclectic approach to language didactics which combines old and new approaches to the concept of culture. With regard to the students’ own intercultural learning, it is difficult to find an unequivocal answer to the question of how much they learned. What we can say is that the students show many signs of improved intercultural competence. Moreover, almost all the teachers among these students claim that they make use of their intercultural knowledge in the classroom by combining their language teaching with more intercultural learning than before.

This article explores some of the developments of rhetorical leadership over the past century, focusing particularly on the modern presidency, commonly understood as beginning withFranklin D. Roosevelt. The first research question is whether Richard Neustadt’s (1960) seminal book Presidential Power is still valid as a thesis of presidential power in light of the concept of the rhetorical presidency, which became a dominant approach to presidential studies in the 1980s. Although the strategy of “going public” is used increasingly in presidential leadership, the conclusion of this article is that Neustadt’s bargaining theory, or the strategy of “going Washington”, is still valid when it comes to the relationship between the president and Congress, provided popular rhetoric is integrated into a bargaining perspective. The second research question is how the State of the Union Addresses have changed during the course of the modern presidency. This includes an analysis of selected State of the Union Addresses between 1934 and 2020. On the basis of some linguistic features and rhetorical techniques (the use of pronouns, the opening address and the acknowledgment of invited guests) they are considered to illustrate the change of presidential rhetoric into what may seem like a permanent campaign.