Presents contrasting views on the state of the English-as-a-foreign-language field and its attempts to reinvent itself. The first article has been reviewed by an editorial panel and accepted for publication; the second is a commissioned response, to which the author of the original article offers a brief reply. (Author/VWL)

Novice teachers find lesson planning difficult because of the lack of experientially-derived lesson schemata. Teachers should look to the expressive arts for principles and structures for lesson design (lesson schemata, scripts, and images; lessons as performance events; and lessons as aesthetic experience). Good lessons share features with good…

Rehabilitates teaching techniques that exploit both the meaning-driven and form-focused potential of reformulation and reconstruction tasks in English-as-a-Second-Language classes. Argues that the potential for focusing learners' attention on form has received little attention in instruction models. (30 references) (Author/CK)

Describes an inservice training project designed to raise trainees' awareness, through the analysis of transcriptions of teaching sequences, of the degree of communicativeness in their classroom interactions. Findings indicate an increasing awareness by trainees of their noncommunicative ritualized teaching behaviors, an awareness leading to…

Reviews current thinking on the uses of metaphor, and suggests ways in which awareness of, and experimentation with, teachers' metaphors for teaching might usefully be incorporated into training programs. (29 references) (GLR)

Describes the piloting of diaries to record self-assessments of teaching-practice lessons for trainees for the Royal Society of Arts Cambridge Certificate in Teaching English as a foreign language (TEFLA). An analysis of these training logs suggests they are instrumental in the development of personal theories of learning and teaching. (15…