Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)

Provides a form of argumentative dialectic to Liz Hamp-Lyons's forum commentary published in an earlier issue of this journal, "Ethical Test Preparation Practice: The Case of TOEFL." Hamp-Lyons responds to the comments.(Author/VWL)

Offers comments on an earlier article on age and second language learning, and questions the authors' of that article's interpretation of the research they reviewed. The authors of the original article respond to these comments and questions. (Author/VWL)

Discusses the theory and practice of a "creative automatization" process through which learners can develop the automaticity component of fluency in second language production in a classroom setting, and explains five design criteria to help teachers develop their own activities for promoting fluency within this framework. (Author/CB)

Argues that language teaching would benefit by paying attention to the second language (L2) rather than concentrating primarily on the native speakers. Suggests ways that language teaching can apply an L2-user model and exploit the students' first language. (Author/VWL)

Comments on an earlier article on a critical pedagogical orientation to a teacher-education classroom and raises several concerns. Crookes responds to these comments. (Author/VWL)

Comments on a previous article, admiring its insightful treatment of the complex interrelationships among language technology and social context. Also questions the precise meaning of the "globalization" discussed in the previous article as well as the methods for investigating globalization that will help explain how it effects changes…

Reports data pertaining to the fundamental question about popular speech recognition software for English as a Second language: To what extent can the software recognize learner language? Based on findings that the software fails to recognize nonnative language at an acceptable level even under ideal conditions, recommends careful examination of…

Describes nature of insulting and techniques used to insult and presents a variety of areas and values from which insults are drawn. Briefly compares insulting terms using animal names in 10 different languages. Suggest insulting behavior is an area which, if better understood, will permit teachers to develop effective materials and recognize…

Argues that the concept of "teaching method" is unlikely to disappear and explores the middle ground between a position that method is not useful in language teaching and one that recognizes some value for such a construct for the profession. (Author/VWL)

Examines several aspects of functional load in English that may be relevant for assessing the relative importance of segmental features of learners' speech. Implications for the use of functional load in pronunciation drill books are discussed. (Author/CB)

Argues that teachers ought to challenge the assumption that professional advice should be perceived as a prescription for language learning and teaching. A re-examination of the relationship between advice givers and advice receivers leads to the assertion that the connection between problems and solutions does not necessarily include…

Maintains that because the field of English for specific purposes deals with the language of science, technology, and business, it is in a pivotal position regarding the use or abuse of linguistic power. (Author/VWL)

Weaves a complex understanding of questions of sexuality in English-as-a-Second-Language classrooms. Introduces some of the key concepts of queer theory, which draws on poststructuralism and suggests implications for teaching. (Author/VWL)

Two individuals comment on an article that invited examination of the concept of culture in TESOL (Teaching English as a Second or Other Language). The author of the original author responds to these comments. (Author/VWL)