Three points are basic to communicative teaching. First, we do not know how language is learned and so cannot follow rigidly any one procedure in teaching a language. Secondly, teaching is not the obverse of learning. Teaching can be controlled, and the relationship between teachers and learners is more than simple input leading to output. Third,…

An experienced teacher of English as a second language (ESL) laments the lack of dialogue between ESL and other foreign language teachers and outlines some of her concerns about the foreign language teaching profession, including the lack of strong linguistic theory to replace the earlier structural emphasis, unrealistic methodologies, incomplete…

The decision in the Netherlands to teach English as a second language to all students in grades five and six, by the regular class teacher, has implications for the selection of instructional approaches and materials. A clear preference for communication goals in language instruction has been shown in the Netherlands, suggesting a…

Presents issues concerning traditional MBA programs and traditional liberal arts Japanese language programs and discusses the need to integrate the two disciplines; addresses the need for new instructional approaches, particularly the need for using authentic materials to develop practical language skills; discusses the value of integrating…

This collection of papers is a resource for classroom teachers and program administrators who want to know not only what the communicative approach to language teaching is all about but how the goal of communicative competence is being met in teaching contexts similar to their own. Papers and authors include: "Functional Approaches to…