Abstract
I was intrigued by the first article in this issue: Paul Stapleton’s analysis of the trends in language teaching as represented in 30 years of Japanese Association of Language Teachers (JALT) conferences. It seems to me that it is important to know not just where we are now but where we have come from. The history of language teaching is not just interesting in its own right but crucial for understanding the origins of contemporary issues, as Howatt’s exemplary A history of English language teaching (1984) demonstrated. Stapleton’s analysis revealed a number of developments in the field of language teaching:
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