Summarizes challenges in teaching English-as-a-Foreign-Language (EFL) reading in Morocco. Argues that teachers are needed who can change and reconstruct their own identities through sound pedagogical practice and effective leadership. Provides an example of such leadership by describing how and why classroom libraries were created and a regional…

Discusses a theoretical framework to educate bilingual learners that links the communicative approach and the constructivist approach to learning with the transfer of knowledge from one language to another. The framework is illustrated in the communication, constructivism, and transference of knowledge (CCT) model where bilingual students use…

Discusses the implementation of communicative language teaching methodology in the English-as-a-Foreign-Language context in one institution in China. Suggests that a preliminary stage of content-based communicative curriculum development is necessary. Such a stage aims to investigate the context of an English language teaching program, ad then…

Describes how in one English language teaching project in Japan, students studied English in a way that increased their ability to participate in their community, both presently and in the future. Searching out a range of information resources from their own context and on the Internet and connecting them with their daily life, they experienced…

Questions the validity of the pedagogic model based on the native speaker-based notion of communicative competence. Within its standardized native speaker norms, the model is found to be utopian, unrealistic, and constraining in relation to English as an international language (EIL). (Author/VWL)

Discusses the ethnographic interview as a strategy in foreign language teacher development. Excerpts from preservice teachers' reports on an ethnographic interview assignment provide evidence that the process of conducting the interview facilitates the development of the requisite understanding and awareness. (Author/VWL)

Discusses how English-as-a-foreign-language instructors in China, Japan, and Korea can motivate their students to listen, speak, read, and write for real-life communicative purposes by using authentic texts and audiences. (Author/VWL)

Describes an activity for teaching English that helps students deal with new words in context, grasp meaning of a text before going into detail, and infer the meaning of new words. The activity focuses on three main goals: building an understanding of the text in spite of new vocabulary; coping with new words, and building confidence. (Author/VWL)

Describes an activity called warming-up for reading (WFR), which had been used in teaching reading to students at Simon Bolivar University in Venezuela. Special attention is focused on the role of the teacher and the students, and on how using WFR tackles skills, strategies, and other relevant aspects that are central to reading. (Author/VWL)

Examines the western approach to language teaching and learning and its suitability for Asian learners, especially in mainland China. The need for cultural sensitivity is stressed, especially as there is often the tacit assumption that western practices constitute superior teaching and learning methods applicable to all situations. (Author/VWL)

The origins of tracking, a method for developing more native-like speech for advanced adult English-as-a-Second-Language learners, are discussed, and a rationale for using this method is explained. The method is then presented with enough information for a language teacher to implement it with learners. (Adjunct ERIC Clearinghouse on ESL Literacy…

Introduces the activity of student-written reading logs as a practical application of reader-response theory in English-as-Foreign-Language literature teaching. Because reader-response theory stresses the synthesis between reader and text, it is proposed that practical applications should be based on the interaction. (Author/VWL)

Proposes to strengthen the theoretical basis supporting hypermedia computer-assisted language-learning (CALL) authoring by initiating a requirements analysis based on contextualized conceptual and mental models, presenting the theoretical dimension of knowledge representations within the authoring process and applying the theoretical approach to…

Discusses how corpus tools can be used for identifying and integrating useful English for academic vocabulary instruction and can offer sustained-content language teaching (CSLT) a balanced approach for preparing students for the linguistic demands of regular classes. Advocates using techniques from corpus linguistics as a tool for highlighting…

Discusses English-as-a-Second-Language book clubs for adult students, highlighting the benefits and describing the format. Reveals comprehension strategies used for discussion. (Author/VWL)