Abstract
The article presents an overview of recent research trends from an ecological perspective, arguing that the ecological perspective can be most aptly used to describe current language education, characterized by dynamic and unpredictable changes. It delineates such topics as the spread of technology and out-of-school language learning, linguistically diverse classes, and teacher wellbeing. The notion of teacher agency is addressed, which can be critical in the perception of the challenges in education, i.e. whether they will be used as affordances to modify teaching or as a threat undermining the teacher’s professional identity. In conclusion, guidelines for current teacher education are provided.
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