Teachers unknowingly carry certain ideologies, preconceived roles, rules, value systems, and world views into the classroom. These notions are communicated to the student by the teacher's language style, comments, body language and gestures, use and organization of things in the classroom, and choice and use of teaching methods and materials. The ideologies may be overt, covert, erratic and ambiguous, or confrontational. Language teaching is influenced by two archetypal traditions: the marketplace tradition, in which language use is dominated by simple necessity and is largely unstructured, and the monastery tradition, in which education in general and language learning in particular occur for formal social and cultural reasons in structured, homogeneous settings. Much of the teacher's ideology derives from his experience with classrooms and schools and the degree to which it relates to one or the other of these traditions, with the priorities of teacher, student, and materials arranged linearly. An alternative is for the teacher to value his own role, the student, and the book equally, establishing and maintaining an equilibrium and avoiding the usual conflict situation between the two traditions. (MSE)