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)

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)

Presents rationale for basing ESL instruction on notions of reality and authenticity by focusing on inadequacy of grammatically-based approaches in teaching appropriate language use and inadequacy of notional/functional syllabus. Real communication is most likely to occur when speaker and hearer are involved, especially when learner has a stake in…

Describes use of adapted Guided Writing Procedure (GPW) as a method suited to both cognitive and linguistic needs of second language learners. It provides instruction and practice in basic communication skills by using oral language as a bridge to reading and writing. Its step-by-step sequence offers practice of target language as part of learning…

Presents and critiques commonly used verbal feedback techniques and proposes a nonverbal feedback technique comprising a set of hand signals, each of which is used to indicate a certain error type. Discusses value of use of negative feedback. (Author/BK)

Discusses recent debates on the teaching of critical thinking. Draws a distinction between critical thinking and dialogic thinking and demonstrates how critical dialog can help students explore their own views as well as views to which they have not been previously exposed. (Author/VWL)

Argues that the study of literature, including poetry, can play an important role in teaching English as a second language (ESL). Presents a seven-step approach for teaching a poem in an ESL classroom and illustrates the approach using the poem, "The Death of the Hired Man" by Robert Frost. (SED)

Cautions against direct application of neurolinguistic research to second language learning and teaching and discusses why brain research will not provide a quick answer to teaching problems. (EKN)

Details principal approaches to the teaching of English for specific purposes (ESP), emphasizing the international nature and scope of such instruction and diversity of approaches, and predicts that an increasing need for research on the nature of written and spoken discourse will increase the links between ESP and other disciplines. (88…

Raimes' article on the history of second-language approaches to teaching writing is reviewed and criticized for its failure to support a social context approach to teaching writing. Raimes' response to Canagarajah supports her original position. (11 references) (LB)

Introduces a colloquium on the scope and form of a theory of second-language learning. The value of a general theory is argued for, and the relation of theory to practice is considered. (16 references) (JL)

Scott Thornbury's response to the Forum article, "Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching" is followed by a response from the authors of that article. Three readers react to another article, "A Critical Approach to Critical Thinking in TESOL." The author of that article then responds to the comments.…

Discusses the components of paralanguage, that is, kinesics, proxemics, and paraverbal features. Argues that paralanguage plays a crucial role in human interaction and is highly culture-specific. Discusses its implications with respect to second language learning and ways in which it can be included in the second-language classroom. (SED)

Discusses using ungraded, uncorrected journals focusing on academic and class-related concerns as a nonthreatening way for students to practice writing English. Proposes that teachers should become participants in the writing processes by writing journals to the class. (EKN)

A brief history of second-language teaching is presented, and a distinction is made between a methodological trend and a bandwagon. It is argued that bandwagons exercise subtle control over professional debates and practices. The possible functions of bandwagons in professional growth are examined. (Author/MSE)