Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article…

This article explores whether the perception of learner autonomy that is promoted in language pedagogy is suitable for preparing students to perform successfully in the changed circumstances of the use of English. Recent developments, which include the growing role of English as a lingua franca and computer-mediated communication (CMC), give rise…

Reviews Archer's and Thorp's ideas about the most frequently encountered culture bumps or "confused encounters," and offers alternative ways of perceiving and handling them. Also stresses that the fundamental values of a nation should be considered in dealing with these cultural variations and suggests six principles for perceiving and handling…

Measures the impact of cross-cultural differences on language learners' interpretation of imageable idioms--idioms that have associated conventional images. French-speaking students were asked to guess the meaning of unfamiliar English idioms without contextual clues. Results invite teachers and learners to approach the semantics of imageable…

Argues that while linguistic imperialism is real and needs to be addressed, one way for the language instructor to come to terms with the cultural imposition of English language teaching is to define English as an international language. Suggests promoting "prestige varieties" positions the practitioner as purveyor of Anglo-American hegemony and…

Describes a method for narrowing the culture gap that exists between English inservice teacher training courses and the typical teaching institution that was devised in connection with a recent English language teaching inservice teacher development project in the Philippines. This method links the course and the teaching institution so the course…

Suggests TESOL programs provide nonnative speaking (NNS) teacher trainees with instruction and support in key areas such as contextually responsive teacher education content, training in a different school culture, competing with native English-speaking teacher trainees, and self confidence. Suggests the use of an introductory course for NNS…

Reports on an experiment in which Vietnamese, English-as-a-Second-Language students in Britain were shown illustrations taken from elementary-level course books and asked questions about each. Findings revealed a difference between how these illustrations were perceived through "Vietnamese eyes" and "Western eyes." (three…

Grice's maxims, which define the conditions for efficient spoken communications, can be adapted to the teaching of writing by providing both teachers and writers with a way of understanding successful and unsuccessful written correspondence in mono- and cross-cultural settings. Cultural differences are revealed in a survey of lay readers'…

Presents a review of English textbooks developed for secondary learners of English as a Second Language. The survey was prepared by a group of seven Estonian teachers and a British English language teaching consultant. (Author/JL)

Teachers of English as a Foreign Language (EFL) need to address the cultural components of the language they are teaching, specifically the "unwritten" rules of time and space that are expressed in English. Techniques for addressing the sociolinguistic differences between English and students' native language are presented, focusing on…

Examines common preconceptions about Asian students and their learning attitudes, in particular the belief that they see the teacher as an authority figure and source of learning. Students in three Asian countries responded to three statements that reflect these attitudes. Results underscore the need to explore in greater depth the nature and…

Discusses cross-cultural issues in the delivery of teacher training courses. Focuses on a 3-week training course that took place in the United Kingdom, describing the decisions made about content and process in light of an awareness and knowledge of specific national and educational cultures. (Author/VWL)