Challenges the use of authentic language in the classroom, arguing that it is largely impossible to use authentic language in the classroom because the classroom itself cannot provide the contextual conditions necessary for the text to be authenticated by the learners. (Author/VWL)

Price's comments argue that Peirce advances understanding of the way in which power relations have a direct effect on language use and learning; however, he raises questions concerning Peirce's theorizing of social identity. Peirce responds that Price's reading was structured by an "a priori" assumption that was not consistent with the objectives…

Discusses genre theory from the perspective of rhetorical genre studies. Points to issues that should form part of the frame or theoretic context within which teachers who have experience within relevant learning contexts can select or invent appropriate strategies and approaches. (Author/VWL)

Discusses the challenges faced by English-as-a-Foreign-Language teachers in the Arabian Gulf. Seeks to identify structural and contextual issues that have contributed to the present state of language education there. Focuses on four central contributing aspects; contextual framework, human resource development, systems and standards, and research…

Discusses potential problems and advantages of assessing grammatical competence from production data from interactional contexts. Argues that regardless of difficulties in assessing grammatical competence in interactional contexts, the types of interactions change with time, as the interlanguage grammar develops. (9 references) (Author/CK)

Argues that a major cause of the inconsistent use of the past tense even by very advanced learners of English as a second language is an inadequate understanding of its actual meaning and discourse function. Suggestions are offered for teaching and practicing this tense in context. (SED)

Schlessman notes that Johnson's article on role of theory in second language (L2) teachers' education opens a Pandora's box in attempting to determine what it means to have two forms of knowledge, conceptual and perceptual. Johnson argues that theory can transform practice only if teachers have varied opportunities to make sense of theory within…

Argues that acquisition of English-as-a-Second-Language research must take into account social context and power relations in order to explain language learning processes. Uses interview data and writing samples to demonstrate how a student in South Africa is influenced in his written discourse in English by his power relations and experience as a…