Editorial

The final issue of Volume 49 of Babel takes up issues that continue to influence the delicate balancing act we do as teachers of languages working across the range of education contexts. These issues are transition considerations, as students move from early years to primary years, to secondary schools, and to university; the confounding complexity of teaching Chinese to widely diverse learner cohorts; and an old thorny issue of considering how to teach and have learners learn increasing language ‘banks’ or resources, in the form of vocabulary, such that these banks can be used effectively in communicative and intercultural contexts of language use.