The notion of Ecological Linguistics is not new and has been discussed many decades ago. However, its theoretical construction is still open-ended and its implication to practical areas, such as the language pedagogies, calls for more studies either theoretical, empirical, or experiential. This paper is written to sustain the open-ended discussion and elaborate on some important works which contribute to strengthening the theory and reframing the Language Education practices. It firstly discusses different lenses in understanding language from the simple one to the most complex assumption; the ecological view. It then continues with the overview of how the word "ecology" has been used in Applied Linguistics and called for the new area called Ecolinguistics, what are its strands and prospect for future studies in the field, and what are possible implications for language teaching practices, including those of English as a Foreign Language (EFL). In conclusion, despite the ongoing snapshot of Ecolinguistics, this paper recognizes its visionary and transformative influence on language theories development and language education practices.

CEFR is, in the Indonesian view, commonly associated merely with the standardized English test and rarely connected to the educational curriculum, pedagogy, and learning. This paper, therefore, aims to give an overview of the CEFR conceptualization; the 2001, 2018, and 2020 versions. The three versions or editions are concisely overviewed and then reflected to the Indonesian context. The adoption of CEFR provides opportunity for coherent relationship between policy, teaching, learning, and assessment.