Discusses the use of gesture and nonverbal communication techniques as a way to (1) involve students in more direct use of the target language, (2) increase teacher control over class atmosphere, (3) provide smoother transition and pace, and (4) provide a closer student-teacher rapport. (EKN)

Examines word "communicative" and nature of communication and suggests it should not be applied to a methodology. Draws distinction between "communicative" and "noncommunicative" activities while claims each has its place in balanced approach to language teaching. (Author/BK)

The phenomenon of the modified register, here termed Foreigner Register, the register of language that is used by language teachers with students of perceived low language proficiency, is discussed. As used by language teachers, Foreigner Register is well formed and simplified or modified in terms of syntax, phonology, and lexis. The…

This system for describing teaching events is intended to facilitate the analysis of classroom observations for purposes of comparing, documenting, or evaluating different instructional techniques. The typology is designed to describe a wide range of settings and teaching styles. The descriptors are organized into two groups that simultaneously…

Most of our language use involves asking and answering questions, and in the second language classroom such exchanges tend to be rare. When there are opportunities for sharing, the teacher usually asks all the questions and the student answers. Some strategies that give students more practice in asking questions include: letting them devise and…

All language teachers, even those committed to teaching language in context, must occasionally provide examples of grammatical or syntactic structures. When searching for effective examples, teachers can evaluate them by asking the following questions: (1) Considering the context and content, is the use of the target structure appropriate?; (2)…

Ten "do's" and eight "don'ts" for beginning teachers to use to enhance the classroom atmosphere and forge a bond of confidence between teacher and student are outlined. The suggestions, based on experience, are designed to help the teacher avoid pitfalls and use positive strategies from the first day of class. (MSE)

Some concepts to help teachers adhere to classroom instruction in the target language are presented and discussed. These include ideas related to the teacher's speech (visual cues, speed, and repetition and rephrasing), student speech (teacher-assisted and student-dominated communication), out-of-class assignments, and teacher assessment of…

A variety of ideas for classroom second language learning activities are presented. Most are for the intermediate level, but some beginning and advanced level activities are included. Two elements are common to all of them: regard for the cultural element in the language and maintenance of a low-risk, non-intimidating classroom atmosphere. The…

A classroom discussion activity is described that uses the teacher as an impartial moderator. Students' written responses to a selected subject are organized and commented on by the group, under the teacher's supervision. Suggestions are given for course organization and sequence, extent of teacher involvement in the discussion, and logistics.…

Sees the blackboard as perhaps the most versatile of all teaching aids and illustrates the art of expressing ideas with as few strokes as possible. Illustrations include figures, diagrams, and printing gimmicks with sample applications to various phonological and structural problems. (MES)

Classroom management in classrooms is often based on a teacher's preconceived or acquired principles that normally divide things into "right" and "wrong" categories. The need for understanding in multicultural classrooms is addressed, and some possible strategies to avoid misunderstandings are offered. (Contains 32 references.) (LB)

Techniques for getting students of English as a second language to communicate in the classroom beginning on the first day are based on a relaxed classroom atmosphere and a well-prepared teacher. First-day activities should be well-planned, clearly presented, and move at a pace that keeps students' attention. The goal is for students to respond…

Seventeen art activities are suggested for use in the intermediate-level class of English as a second language to review specific grammar points, provide conversation practice, and improve writing skills. In these art activities, students create their own visual aids and use them for a variety of language activities, such as: creating a family…

In response to a challenge that those concerned with communicative competence find an alternative to the traditional comprehension question, it is proposed that the tables be turned and the student be encouraged to initiate questions. This technique would require a change in classroom atmosphere, student role, and sometimes, teacher attitude. (MSE)