As a comprehensive methodology resource, this collection provides both prospective and experienced foreign language teachers with the theoretical background and practical applications they need to make informed decisions regarding which approaches, materials and resources can or should be considered for implementation in their classrooms. The authors of the scholarship included in this volume are academics and researchers who convened to share their ideas and pave the way for further work in intersecting research areas subsumed under language, plurilingual pedagogies and intercultural studies. While focusing on learner needs, Contemporary Research in Foreign Language Teaching and Learning presents innovative methodologies with regard to language and teaching skills, as well as integrated approaches that can benefit and promote teacher reflection and development in terms of language pedagogy. Classified into four units, the chapters in this volume address relevant issues and challenges that have been observed by active researchers and language practitioners in the extensive field of LSP. Each of the chapters addresses current issues and future implications for additional research into foreign language teaching. The international nature of the scholars and practitioners included in this volume offers a variety of perspectives on foreign language teaching and learning in global contexts. Consisting of a main introduction and introductions for each of the four sections into which the eleven chapters are grouped, as well as short biographies for each of the authors in this collection, this volume provides classroom activities and research methods that can be adapted to and adopted in various contexts and proposes future directions for research into the growing concerns of global scholars. Finally, we hope that this volume makes a modest but valuable contribution to the field of language didactics since it sheds light on the global diversity of innovative learning and teaching practices that combine differing theoretical and empirical approaches whilst analyzing the current needs and challenges associated with contemporary language learning