This article argues for the crucial role of alignment in second language acquisition, as conceptualized from a broadly sociocognitive perspective. By alignment, we mean the complex processes through which human beings effect coordinated interaction, both with other human beings and (usually human-engineered) environments, situations, tools, and affordances.The article begins by summarizing what we mean by a sociocognitive approach to second language acquisition. We then develop the notion of alignment, first in terms of general learning/activity and next in relation to second language (L2) learning. Following that, we provide an extended example of alignment-in-action, focusing on the coordinated activities of a Japanese junior high school student and her tutor as they study English in their sociocognitively constructed world. Next, we speculate on possible uses of the alignment concept in L2 research and teaching, and finally we conclude by restating our claim-that alignment is a necessary and crucial requirement for L2 development.ALIGNMENT IS THE COMPLEX MEANS BY which human beings effect coordinated interaction, and maintain that interaction in dynamically adaptive ways. It is a fundamental tenet of the sociocognitive approach to second language acquisition (Atkinson, 2002; cf., Gee, 1992; WatsonGegeo, 2004) that L2 development takes place through such articulated mind-body-world activity, of which the cognitive internalization of input The Modern Language Journal, 91, ii, (2007) 0026-7902/07/169-188 $1.50/0 C 2007 The Modern Language Journalis only a part. In this sense, language learning is akin to improvisational dance, team sports, conversation, driving, and in fact all forms of interaction-what goes on between is of equal importance to what goes in and how it gets processed. Indeed, if thinking, feeling, doing, and learning are all part of a larger ecological circuit, as we will argue, then what goes on between and what goes in cannot properly be separated.In this article, we begin by summarizing what we mean by a sociocognitive approach to second language acquisition. Next, we develop the notion of alignment, first in terms of general learning/activity, and then specifically in relation

This study investigates the relationship among Japanese high school teachers’ beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best‐fitting model indicated that Student‐Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self‐Efficacy, and Exam‐Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants’ learning experiences, in‐service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices.

TESOL Quarterly publishes brief commentaries on aspects of English language teaching. For this issue, the editor focused on the theme of government policy versus classroom reality in the new millennium. Reports from two countries are presented.