Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning…

This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of "dialogue" and "dialogic pedagogy". The possibility is raised that some aspects…

This forum paper is based on a friendly and informative interview conducted with Professor Ann M. Johns. In providing answers to the interview questions, Professor Johns suggests that all good teaching is ESP, and also distinguishes between EOP and ESP in that the former entails much more "just in time" learning while the latter may be…

In reader responses to a previous article, it is suggested that cultural content is less important than the method by which material is presented to students; McCarthy argues that students must be free to develop good evaluative thinking. (two references) (LB)

Language study is classified through a series of definitions of important terms such as dialects, register, speech production, and function words. The content of communications is examined by attributing content to linguistic mediums. An example is presented to illustrate that teaching a language entails more than merely teaching grammar. The…

Describes benefits of teaching a course on the Soviet press to Russian language students, including the opportunity to integrate practical considerations of reading and conversation skills with theoretical considerations of philosophy and principles of mass communication in the Soviet Union. (Author/BK)

School foreign language texts should use dialogs oriented to likely actual needs of the learners. Learning goals in schools, unlike those of language courses for adults, should include social competence and personality building. The following are discussed: course content, methodology, and the use of media for developing speaking and receptive…

Discusses the scope and potential of an advanced course where the whole syllabus is built around the theme of French cooking. Shows how this central theme can be linked to French history, literature, geography, art and society. (MES)

Responds to an article titled "One Month Teacher Training Courses: Time for a Change?" by G. Ferguson and S. Donno. Focuses on the main issues raised in the earlier article, including the length of the course, the selection process, course content, and post certificate. (Author/VWL)

A study of the feminization of personal titles in French is reported, and teaching materials based on the findings are suggested for use in college-level intermediate or advanced language classes. The objective is to help language learners understand the phenomenon of feminization and its practical implications. (Author/MSE)

Presents case in favor of using a structural-functional syllabus for teaching English as a second language at all levels in the Chinese-medium school and up to the intermediary level in the English-medium school, and for use of a functional-structural syllabus at upper secondary levels in the English-medium school in Hong Kong. (Author/BK)

Discusses status of literature in university and secondary school curricula, the degree of student interest in the study of literature, and research activity and teacher training in literary methodology. Believes disparity exists between expectations of the university curriculum and the role of literature in other areas. Gives suggestions to…

Proposes a model for second language educators who are seeking a more communicative approach to second language instruction. A process for selection and ordering of content is outlined, and factors rendering an activity more communicative are discussed. (Author/MSE)

Presents a critical overview of several Greek textbooks and courses on the basis of 11 factors: textbook aims, methodological guidance, tape and book, language skills, relevant language, information about language, contextual information, language of negotiation, vocabulary layout, motivation, memory, and others. (CK)

Discusses why theoretically sound and well-presented inservice training (INSET) program innovations may fail to address the practical needs of teachers working in foreign language environments and suggests that a higher level of success may be attained through an approach to course design that draws on participants' knowledge of the local teaching…