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Many educational institutions offer second- or foreign-language (L2) programmes that give students many more hours of contact with the target language than is typical of foreign-language instruction in schools around the world. This article compares some of the instructional approaches developed for both second- and foreign-language learners at the primary and secondary school levels. The approaches are compared in terms of several characteristics, including goals and outcomes. The review suggests that, even when more time is available, it is important to provide learning opportunities that focus on both meaningful language use and the vocabulary and structure of the language itself. In addition, the research shows that supporting students’ knowledge of their first language (L1) can contribute to their long-term academic and L2 success.
