In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the…

Postmemory, the narrativised intergenerational transfer of often traumatic experiences, is a crucial component of multilingual identity negotiation. In this article, we focus specifically on the curricular interactions and personal and collective aspirations of multilingual students who use English for academic purposes. We situate our discussions…

The role of the teacher's personality can be placed amongst many factors that play a role in learning English as a second/foreign language. A teacher with a humorous character inevitably aids in reducing any potential fear that may be experienced by students in relation to the learning of a second language in the classroom (Bell, 2009; Chee,…

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or…

The following is the text of the Horwood Address delivered by Associate Professor Lesley Harbon from the University of Sydney at the AFMLTA Biennial Conference in Canberra 2013. The focus of the Address is accomplished teaching of languages and cultures, known to us all through the AFMLTA's work on Professional Standards published in 2005.…

A discussion of accelerated learning in language instruction gives a sample lesson, discusses the methodology used, and summarizes the results of a language teacher training program using the method. The approach is based on recognition and development of brain hemisphere functions to make learning faster and more effective. The sample lesson is a…

The reflective experience of novice and experienced teachers involved in a Teaching English as a Second or Other Language (TESOL) practicum is described. Data gathered during the process illustrate the nature of each person's thoughts, judgments, and decisions while watching themselves teach. Ways for practicum supervisors to integrate this…

Identifies 10 principles that English-as-a-Second-or-Other-Language teachers need to address in collaboration with content area teachers. For each principle, a concern is described, a response is outlined, and a relevant example is provided. (14 references) (Author/CK)