Schools and universities continuously face new generations of students who struggle with stress management. Many learners have sedentary lifestyles in which they are deprived of somatic learning opportunities. Other learners experience feelings of dissociation and sensations of disembodiment that have a negative impact on their learning. This…

The opposition between learning as a process of self-cultivation ("Bildung") and learning as a form of vocational training for the workplace ("Ausbildung") is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims…

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual's competence and desires. The discussion in this article aims at exploring…

This article explores how Egan's (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie…

This article investigates the premise that literary texts use language in aesthetic, imaginative and engaging ways that have considerable potential to extend the learning of bilingual pupils. It draws on research findings from a qualitative study that examined the value of developing pedagogic practices for emergent bilingual learners at the…

Proposes an approach to teaching grammar that calls on the student's imagination and frees the learning process from classroom routine. The technique uses examples of specific constructions in French poetry to illustrate principles of grammar and discourse. (MSE)

A discussion of communicative language teaching of children of about eight focuses on their unique communication capacities and needs, particularly in the school environment, on the importance of teaching communication strategies as a social and linguistic tool, on developing metalinguistic competence, and on the role of the imagination in…