Chapter 9 attempts to spell out implications of ECT for human excellence in the information age, in terms of both advantages and disadvantages. The new century makes the pursuit of excellence more pluralistic, and educational and instructional resources more accessible, which is good. On the other hand, the internet age can also dilute one’s “selective affinity” and make it more difficult to develop a deep interest and a focused line of personal endeavor. Optimistically, production-based education as the legacy of the industrial age will be replaced by a client-based education, where individuals can truly pursue their individual interests and cultivate their own niche for excellence and a productive, fulfilling life, rendering separate gifted and talented programs unnecessary. ECT advocates a school model that promotes human excellence in a way that is scientifically more compelling, socially more equitable, and educationally more productive. Beyond the school wall, ECT suggests building learning ecology and infrastructures at the meso-level (e.g., decentralized talent centers with kindred spirits) that can trickle down to micro-level developmental experiences and interactions, making the pursuit of personal excellence more accessible and more tailored to individual needs.

This chapter focuses on the language learner and emphasises the importance of a classroom which is inclusive and which, at the same time, caters for learner differences. It discusses aptitude, how learners vary considerably in terms of the strengths that they bring to the language classroom, and how experienced teachers will usually have some understanding of the particular strengths of individual students. It stresses the importance of variety in the language classroom in terms of catering to individual differences in learning, but also considering students’ interests and preferences as well as strengths and needs. It explores some of the recent thinking about language learning motivation, and learner engagement, drawing from both applied linguistics and educational psychology. There is an emphasis on the importance of positive classroom language learning experiences, illustrated through examples from classrooms and the voices of students and teachers. Some of the types of special learning needs or ‘differences’ a teacher may encounter in the language classroom are outlined. General principles for accommodating these learners, illustrated with classroom examples, are presented.