In a multilingual classroom, students come from diverse linguistic and cultural backgrounds. They bring various cultural experiences, knowledge, and linguistic resources with them, however, most of the time, these resources remain unutilized as the medium for discourse in the classroom is often the dominant language. As a result, minority…

Given the widespread concentration on beliefs, values, emotions, critical incidents, and practices in exploring teachers' professional identities, this study presents the trajectories of identity construction of three English language teachers from Nepal, analyzing their storied lives from schoolteachers to university professors. For this purpose,…

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…

The enrolment of Chinese middle-class children in elite international kindergartens is a big education industry in China. Our paper is situated in the broader sociology of elite schooling which has yet to fully explore how middle and upper middle-class parents are increasingly sending their children to elite international kindergartens. We present…

This article explores the role of theatre clowning with scaffolded reflection in Waldorf (Steiner) teacher learning in enabling L2 teachers to develop important teaching dispositions. Waldorf schools require their L2 teachers to be creative, imaginative, skilled in narrative and presentation as well as being responsive to student needs and…

Twenty-six learners of English enrolled in an MA course were asked to give the metaphors which they think best capture the essence of their learning experience so far. Their metaphors tell how English learning had introduced them to a brand new world and, once they were inside it, led them to a seemingly endless series of new discoveries. The…

For many secondary-level teachers working with adolescent language learners, one of the motivations for choosing English teaching as a profession is a shared love of reading short stories. At its best, entering a narrative is a sensory experience: engaged readers see, hear, and feel the words of a story and imagine themselves within its pages.…

This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages to experiment with the use of unscripted 'process drama' in their classroom practice. The idea that process drama could become part of the language teacher's repertoire has been in circulation for…

Language and literature are difficult to separate since they are closely intertwined with strong bonds. Language teachers, we believe, have an important role in the inclusion of literature in language classes. In this context, the perception of language teachers and instructors are utmost importance in using literature in language teaching…

Teachers often assume that personal experience is a rich resource for classroom chat and a gold standard for meaningful exchange of information. But in this paper, we first present three kinds of reasons for suspecting that primary intersubjectivity--the "me and you" relationship in which personal experiences are directly exchanged…

Teachers of English as a foreign language (EFL) who want to develop successful lessons face numerous challenges, including large class sizes and inadequate instructional materials and technological support. Another problem is unmotivated students who refuse to participate in class activities. According to Harmer (2007), uncooperative and…

Presents a variety of art and writing activities designed to evoke a new pedogogical orientation and to enable students to use their imaginations. The activities focus on language de-conditioning, observation, timing, transfer of knowledge, and reproduction. They include recipe models, colors, sensation, and feeling; poetry; and creating artistic…

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)

Articles in these two issues are as follows: "Imagination and Memory: Friends or Enemies" (Earl W. Stevick); "Imagination in Second Language Acquisition" (James J. Asher); "Where the Magic Lies" (Interview with Carolyn Graham); "Drawing on Experience: The Interview" (with John Dumicich); "What Color is…

Articles on second language teaching and learning include: "Creativity with a Small 'c'" (Alan Maley); "National Standards & the Role of the Imagination in Foreign Language Learning" (Rebecca M. Valette); "Who Am I in English? Developing a Language Ego" (Jean Zukowski/Faust); "Steps to Dance in the Adult EFL…