Two teachers, one English, one American, from the International School of Brussels, Belgium, describe the benefits and drawbacks of teaching overseas, discussing the flexibility, the cultural advantages, and the professional drawbacks. (EL)

Discusses American, Australian, and British books used in junior and middle secondary levels in Australia. Describes how they are used in the classroom and mentions a few Australian works that American teachers might introduce to their classes. (EL)

Takes a look at the past and present position of English in Nigeria and at its possible future directions. (EL)

Describes problems teaching English to mixed classes of native English speakers and nonnative speakers. Discusses problems in vocabulary, spelling, punctuation, grammar, and usage, as well as problems involving the concept of bilingual education and cultural differences in the knowledge and expected roles of students. (EL)

Explores the general features and some unique usages of West African English, Caribbean English, and Indian English. (EL)

Reflects on experiences attending a recent conference for the National Association for the Teaching of English. (EL)

Responds to Raymond Rodrigues's l985 "English Journal" article presenting reservations about a too-narrow and too-dogmatic definition and application of the writing process approach to the teaching of writing. Addresses concerns that the article would provide ammunition from the traditionalists and that new writing process converts would find…

Describes a project that involved an eighth-grade advanced English class in learning about banned books and censorship with the hope that students would learn enough about a highly controversial subject to be able to form intelligent options. (EL)

Describes a project that provided students with the opportunity to observe and comment on their own writing throughout the year through observations of their childhood writing, a series of journal writings, and writing taken through revision. (EL)

Identifies, from student themes, qualities students want their teachers to have, including patience, good academic backgrounds, and the ability to manage a classroom. (EL)

Discusses a court case involving a student's use of puns in an assembly speech, Shakespeare's use of puns, the relationship between banning offensive words and the censorship of ideas, and the difficulty with placing a ban on the expression of "indecent" puns and double entendre and of deciding what is "appropriate." (EL)

Shows that grammar teaching fails not merely because of faulty teaching methods or imperfect knowledge of English grammar; it fails because of the inherent nature of language and the nature of the students to whom grammar is taught. Argues that it should not be taught until the last years of high school. (EL)

Details responses students got from an assignment in which they were required to ask questions of people in eight different occupations about the kind of writing they do in their jobs, the most important qualities of writing, and the biggest problems they see in the writing of others. (EL)

Describes a creative writing and reading class assignment in which each student was required to make a 20-minute presentation as a catalyst for student writing (such as a poem, song, object, or picture). (EL)

Tells how to develop ways for students to share writing with others both inside and outside the classroom. Discusses possibilities for publishing within the school and in the community, as well as how to submit entries to writing contests and national publications. Contains tips about submitting manuscripts. (EL)