Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It…

The use and appropriate amount of students' own language (OL) in foreign language classes remains a subject of debate. While exclusive new language (NL) use may not necessarily always benefit all learners, especially young language learners (YLLs), overuse of the students' OL may not provide the same range of communicative experiences as…

Out-of-class study time is essential in students' language learning, but few studies in ELT measure out-of-class study time or investigate how teachers can encourage, rather than demand it. In Japan, out-of-class study time is lower than might be expected, ranging from zero to an hour per week. This study therefore sets out to establish those…

Facilitation is often proposed as an alternative to the teacher-fronted classroom. However, whilst teacher talk has been linked to the use of the IRF pattern, interactional patterns for facilitator talk have proved to be more elusive. Through the use of naturally-occurring classroom data this paper attempts to define facilitator talk. But, since…

The extent to which learners conform to the structure, aims and linguistic demands of a task is often seen as the responsibility of the materials writer and/or teacher. Given a logical rubric, well-designed task and clear classroom instructions, it is often assumed that the task will be approached as intended. When a task is enacted differently,…

Provides a manageable nine-step process for using poetry in the teaching of English as a Foreign language (EFL). (Author/VWL)

One English-as-a-Foreign-Language teacher describes how she encourages students to extend their reading skills by undertaking a range of tasks that lead to the production of a portfolio of work connected with a particular title. Provides an overview of the work carried out over a period of 3 years with seven groups of students at university and…

Looks at using feature films in the English language classroom. Provides an outline description of a film workshop conducted by students of the Bilkent University School of Applied Language. The effects of the workshop on students are discussed, and suggestions are made for ways to use feature films in the English language classroom. (Author/VWL)

Recommends the use of a particular type of drama activity--playwriting and subsequent playreading--in English language teaching. Reviews the potential of play writing activities for language development as described in the literature. Describes how play writing and play reading activities were organized within the framework of a language…

Discusses an approach to teaching heterogeneous English-as-a-Second/Foreign-Language classes. Draws on classroom research data to describe the features of a success-building lesson context. (Author/VWL)

Attempts to offer insight that will help teachers bring a balanced awareness of the role and usage of culture into the English-as-a-Foreign-Language classroom. (Author/VWL)

Discusses problems presented by compounding to English-as-a-Foreign-Language learners whose first language does not make use of it. Focuses on the complexity of the grammar and meaning of original compounds, which convey implicit information for the reader to infer. Suggests activities carried out with upper intermediate and advanced students to…

Discusses the use of teacher-generated biographical material as a vehicle for introducing culture-based content into the classroom. The rationale behind the concept of teacher-generated biography is described with reference to adult general English students in Japan. (Author/VWL)

Looks at how vocabulary notebooks have been introduced into a secondary school language program in Thailand as a means of increasing learners' lexical competence and assisting them in the development of autonomous modes of learning. Possible outcomes are considered in terms of the development of study skills and cognitive strategies necessary for…

Provides a framework for understanding the principles that underlie the classroom decision-making of experienced language teachers. Reveals that teachers are sensitive to the social needs of their class groups, and that their pedagogically and socially-oriented behaviors are closely intertwined. (Author/VWL)