IT IS A GREAT HONOR TO INTRODUCE THE PRESENT MLJ MONOGRAPH AS THE supplemental issue in Volume 104. In A Human Ecological Language Pedagogy, Glenn Levine has managed to create a holistic framework for language teaching and language learning that aligns with contemporary postmodern, dynamic, and multilingual theories. Building upon existing standards frameworks, such as the ACTFL Standards and the Common European Framework of Reference for Languages, Levine offers a comprehensive perspective based on fundamental components of a contemporary language education in today's increasingly diverse and mobile educational environments. At the core of this language pedagogy are the complex interconnections between local and global contexts, the engagement of human creativity, the imperative for social justice, and the fostering of compassion. To allow for the inclusion of many different dimensions of language learning and language teaching, Levine identifies Complex Dynamic Systems Theory (CDST) as the optimal metatheoretical framework to account for the interactive constructivist epistemology he proposes. However, different from previous teaching applications that tend to emphasize the similarities between CDST in cognition and the physical world, A Human Ecological Language Pedagogy takes a strongly ecological perspective, in which human interaction takes a central position. This signifies that Levine's pedagogy corroborates the commensurability of CDST and Sociocultural Theory. Although both theoretical approaches have shown spin‐offs to language teaching, for neither of the theories a fully developed set of pedagogical implications had yet been accomplished. And this is exactly what we find in A Human Ecological Language Pedagogy.

Not only the theoretical foundation of the book is profound and innovative, the timing of the book is also very appropriate. While many approaches to language teaching may still be based on assumptions of foreign language learning in traditional classroom situations, today's language learning context is in an ongoing transition in two major ways. The availability of online opportunities for authentic language contact, from gaming to social media, has transformed the context of language learning, inside and outside of the classroom. This change requires a new language pedagogy to accommodate teaching in the 21st century. And in addition to the change in the learning context and the opportunities for learning, a change affecting our perspective on language teaching is the changing type of learners. Due to the massive human migration (voluntary or forced) of people around the world, a new and urgent context for language learning and teaching has emerged. This has led to more and more diverse instructional settings than we have seen in recent history, which requires a new framework of language pedagogy, centered on present‐day descriptions like multilingualism, translanguaging, and affordances. In Levine's monograph, L2 learning is not only defined as an instrumental means to a communicative end, but is seen as what he refers to as a “dynamic framing of identity” (Kramsch, 2009).

I am convinced that the present monograph adds the critical dimension that is urgently required for a comprehensive conceptual framework and that the guidelines that the book provides are indispensable for the practice of language instruction in the 21st century. The new standards presented in Levine's monograph offer the supplementary requirements for a fully dynamic pedagogy, starting from the observation that the fundamental function of language is its usage in social and cultural interaction, and in which meaning making is not seen as a static entity, but as a continuous and dynamic process. Following these principles, Levine's contribution is a worthy tribute to the work of Leo van Lier, which served as a conceptual foundation for the monograph. A Human Ecological Language Pedagogy will be a valuable contribution to the research community interested in contemporary approaches to language teaching, but also a rich source of inspiration for today's language teachers.

作为本卷第104卷的补充问题，现在很荣幸地介绍MLJ单价形式。在人类生态语言教学法中，格伦·莱文（Glenn Levine）设法为语言教学和语言学习创建了一个整体框架，该框架与当代的后现代，动态和多语言理论。以现有的标准框架为基础，例如ACTFL标准和欧洲通用语言参考框架，莱文（Levine）在当今日益多样化和移动的教育环境中，基于当代语言教育的基本组成部分提供了全面的观点。这种语言教学法的核心是本地和全球环境之间复杂的相互联系，人类创造力的参与，社会正义的必要性以及同情心的培养。为了考虑到语言学习和语言教学的许多不同方面，Levine确定了复杂动态系统理论（CDST）作为他提出的互动建构主义认识论的最佳元理论框架。但是，与以前的教学应用不同，后者倾向于强调CDST在认知和物理世界之间的相似性，人类生态语言教学法具有很强的生态学视角，其中人类互动处于中心地位。这表明莱文的教育学证实了CDST和社会文化理论的可比性。尽管这两种理论方法都显示了语言教学的附带利益，但对于这两种理论，都没有完全发展出一套完整的教学方法。这正是我们在《人类生态语言教学法》中发现的内容。

本书的理论基础不仅深刻而创新，而且本书的时机也很合适。尽管许多语言教学方法仍可能基于在传统教室情况下进行外语学习的假设，但当今的语言学习环境正以两种主要方式处于持续过渡中。从游戏到社交媒体，提供真正的语言接触在线机会的机会，已经改变了教室内外的语言学习环境。这种变化需要一种新的语言教学法来适应21世纪的教学。除了学习环境和学习机会的变化之外，影响我们对语言教学观点的变化也是学习者类型的变化。由于世界各地人口的大规模迁移（自愿或强迫），语言学习和教学出现了新的紧迫环境。这导致了比我们近来所见的教学环境越来越多样化的教学，这需要以当今的描述为中心的新的语言教学法框架。多种语言，translanguaging和启示。在莱文的专着中，第二语言学习不仅被定义为达到交流目的的一种手段，而且被视为他所谓的“身份动态框架”（Kramsch，2009）。

我坚信，当前的专着增加了一个全面的概念框架迫切需要的关键维度，并且该书提供的指导对于21世纪的语言教学实践是必不可少的。列文专着中提出的新标准为完全动态的教学法提出了补充要求，从以下观点开始，即语言的基本功能是其在社会和文化互动中的使用，而意义的产生不被视为一个静态实体，而是作为一个连续而动态的过程。遵循这些原则，Levine的贡献是对Leo van Lier的工作的贡献，Leo van Lier是专着的概念基础。人类生态语言教学法 这将为对当代语言教学方法感兴趣的研究社区做出宝贵的贡献，同时也将为当今的语言教师提供丰富的灵感来源。