Teacher and students are inherently unequal in the classroom, even when both are adults, because one has what the other wants: subject matter expertise. While this hierarchy is generally viewed as appropriate, it can be detrimental to learning, particularly where English is being taught to adult immigrants. This article explores why. Adult ESL…

In recent years, it has become an issue of growing concern that, despite undiminished enthusiasm in the research community, the application of corpus tools and resources in the classroom remains limited. In this paper, I will argue that focusing on the role of the teacher in the process of using corpora in the classroom is an essential step…

Classroom communication in the second-language class is examined from an ethnographic perspective, highlighting the role of students in helping each other learn. Turn-taking, patterns of addressing teacher and peers, and different kinds of interaction that promote learning: cooperative; didactic; competitive; theatrical; personalized. (MSE)

A discussion of the relationship between teacher, learner, and instructional materials in second language teaching using the communicative approach argues that the teacher is the primary element in instructional effectiveness, without which the other salient features of the approach, learner-centeredness and appropriate materials, can not be…

Discusses the role of foreign language teacher as a facilitator of learning who must assume responsibility for preclassroom decisions to match learners' needs and aptitudes; act in role of organizer for students to work independently; adopt role of co-communicator in discussions or role-playing; and create supportive atmosphere in classroom. (BK)

Argues that within English-as-a-Second-Language (ESL) classrooms many identities are hidden. Discusses how these identities may affect the classroom and its participants and suggests what ESL administrators and faculty members might do in response to these identities, and their ramifications for the classroom. (five references) (Author/CK)

Four commonly used approaches to teaching English as a second language to limited English proficiency and non-English proficiency students have both advantages and disadvantages. The Natural Approach is based on children's acquisition of speech sounds and oral proficiency through spontaneous interaction in a natural environment. Although a natural…

Teacher education is essential to the centralization of Canadian Heritage and Native language instruction within the mainstream classroom. English as a second language teachers have a crucial role in helping mother tongue, Heritage, and other foreign language teachers prepare to work jointly in administering their programs. (CB)

Focuses on how the foreign language instructors' understanding of the historical development of forms and systematic language patterns enhances classroom presentations by transforming lists of irregularities and exceptions into coherent groups of related elements. Discusses examples of structures traditionally presented in lists or tables and…

Discusses the use of cooperative experiential learning as a method to help non-English speakers improve their English communication skills. Cites such factors as the necessity for cooperation and communication among students, the motivational character of natural conversation, and the "mainstreaming" of the limited English speaker. (PGD)

Three interrelated pedagogical elements--approach, design, and procedure--are basic in a discussion of language teaching. Approach defines those foundational assumptions, beliefs, and theories about the nature of language and language learning. Design specifies the relationships of theories to both the form and use of instructional materials.…

Outlines three major areas of technology use in second language education--computers as a writing tool, multimedia software, and the Internet. Critically examines the advantages and shortcomings of each of these domains and discusses the teacher's role in a computer-mediated classroom. (Author/VWL)

Focuses on problems inherent in teaching culture in the English-as-a-Second-Language (ESL) classroom. These include the definition of "Canadian culture," limitations of teacher education programs, defining settlement education as ESL, a decline in regard for ESL professionals, the role of immigrant educators, cultural bias, and fiscal…

Examines how the teacher incorporates elements of both "Bahasa Melayu" and Brunei Malay into content lessons and views code switching in the primary classroom within the wider framework of community language norms and the linguistic pressures on students and teachers. Espiritu shares Martin's concern regarding the quantity and quality of…

This paper examines the teacher's role in contemporary English as a Second Language (ESL) classrooms in Taiwan. Key figures in this exploration are Confucius, Chuang Tzu, Lao Tzu, Socrates, and Plato. The paper explains how the power of the student meets the power of the teachers. Students' power flows through their freedom and responsibility to…