As has been stated by Marianne Celce-Murcia (2001:3), “[t]he field of second (or foreign) language teaching has undergone many fluctuations and shifts over the years. Different from physics or chemistry, in which progress is more or less steady until a major discovery causes a radical theoretical revision, language teaching is a field in which fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture”. This is the reason why, despite a continually growing body of research data, the L2 learning/teaching processes remain to a large extent a mystery waiting to be further unveiled, explored and reflected upon. Consequently, we welcome papers that investigate qualitative and quantitative swings in various L2 classroom areas stretching from cognitive and affective factors via teacher talk and special educational needs to metaphorical competence and code-switching.