{'fraction_non_alphanumeric': 0.022222222222222223, 'fraction_numerical': 0.0, 'mean_word_length': 5.15527950310559, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The dilemma of the dilemma: Getting education issues out of their dilemmas

This study seeks to introduce a new lens through which applied linguistics might be better conceived of. Importantly enough, this lens has already found itself in a good many disciplines, but it can hardly ever be seen in language teaching. To this end, this paper has taken a stance akin to that of Larsen-Freeman, when for the first time chaos/complexity was introduced into second language acquisition. Thus, after reasoning the usefulness and meaningfulness of social dilemmas in applied linguistics, different conundrums in applied linguistics are viewed from a social dilemmas’ lens, particularly through that of prisoner’s dilemma. Importantly, instead of putting forward some answers to the dilemmas in applied linguistics, the study focuses on what exactly the problems are. Therefore, this very new lens gives us the chance to dissect the problems clearly, and subsequently some insights might be gained.