Writing teachers often struggle to make instruction meaningful to their students because the assignments they require or practices they employ often seem either inauthentic or hard to relate to. This article presents 10 approaches to make instruction more meaningful to second language writers, thus improving student outcomes and reenergizing writing instructors. 

The young learner classroom expands far beyond the classroom walls. In this chapter, "Using Language Practice Games to Teach English in Chilean Primary Classrooms," Maria-Jesus Inostroza A. discusses how to provide a meaningful environment for utilizing language learning games and explores how two teachers implemented games for teaching English to young learners in two primary schools in Chile.