With particular reference to recent developments (including communication-technological), Part One considered the nature of language change--its kinds, mechanisms and effects--and of some attitudes towards it; and introduced a case for teaching and learning about it. Part Two recapitulates and develops that case (focusing particularly on lexis and grammar, and students aged 11-16 years); and suggests approaches of two broad kinds and contexts: (1) as opportunities arise whilst undertaking other work; and (2) within planned, "set-piece" activities. As in Part One, extensive notes and references are offered.