ABSTRACT
ISLA has recently celebrated its 35th anniversary since seeking to differentiate itself from the overall wider scope of what comprises SLA research. In addition to focusing on the type of context (instructed versus naturalistic setting) (R. Ellis, 1990), two recent factors have emerged that have sought to underscore what ISLA research needs to address: (1) the “mechanisms of learning” and how to manipulate such mechanisms (Loewen, 2015) and (2) the curricular aspect of the ISLA context (Leow, in press; Leow & Cerezo, 2016). A curricular acknowledgment underscores the need to address the type of learning that should be promoted in such an instructed environment and places a premium on the value of pedagogical implications derived from empirical research, given its curricular status (Leow & Cerezo, 2016). This chapter provides a succinct evolution of research from SLA to ISLA and, from contextual, processing, and curricular perspectives, argues for a further extension from ISLA to Instructed Language Learning (ILL) that encompasses all of these perspectives.
