A procedure for implementing a 24-day intensive language course that involves eight thematic lesson plans uses a 3-day cycle of instruction based on the Lozanov method. The classroom is organized to be as free as possible from typical classroom associations, using chairs in a semi-circle without tables or desks. The first 3 days are structured to…

Seventeen art activities are suggested for use in the intermediate-level class of English as a second language to review specific grammar points, provide conversation practice, and improve writing skills. In these art activities, students create their own visual aids and use them for a variety of language activities, such as: creating a family…

Dominant sensory metaphors play a major role in speech, and this dominance further manifests itself in other behaviors involving particular sensory modes. Communicators use one of the five senses as dominant metaphor in their speech: visual, auditory, kinesthetic, oflactory, or gustatory. Interpersonal attending, which teaches the importance not…

Differences in teaching at primary and intermediate grade levels were investigated. Specific attention was given to differences in teacher behaviors, teacher communications, grouping, teacher control, and types of materials. Six primary classrooms and five intermediate classrooms were each observed for four 45-minute observation periods, yielding…

A teacher of an undergraduate literature course, inspired by the increasing use of collaborative writing in the workplace and by reader-response criticism, required a collaborative writing assignment in the course. A computer laboratory equipped as a local area network (LAN) was instrumental, enabling sustained, serious collaboration. Students…

Teacher-student exchanges that occur in architecture studio teaching ("desk crits") were studied as part of a larger ongoing research program. In studio courses, groups of students are assigned to a studio teacher called a critic or crit who oversees the students' work both individually and in groups. From studio observations conducted…

This investigation focused on teachers' questioning skills and the use of wait time (length of pauses after questions). A sample of 40 experienced middle school science teachers from 5 suburban school districts in 1 central New York State county was divided into 4 treatment groups of 10 teachers each. One group received instruction in wait time…

The notional-functional or communicative approach to foreign language teaching as practiced in East Germany is described. The purpose of communicative foreign language teaching is to prepare the learner to communicate in real-life situations. Classroom and real-life situations differ in several respects, most notably in communicative intention.…

It is suggested that the foreign language teacher's role is not to answer questions about the logic of the language but to persuade students to use it. A response of a friendly "Because!," without apology, and sometimes with a comment about the occasional lack of logic or consistency in English grammar or constructions, is recommended.…

Dialogue, though a broad concept, may be characterized as the interaction of individuals engaged in the process of human growth. These individuals, who differ in values, needs, and orientations, communicate in a mode without static elements, rules, or dogmas. The application of dialogue-centered learning to the classroom is explained. (BJG)

This article discusses foreign language teaching in terms of communicative competence as a goal. Learning materials and media are discussed, as well as student participation in the learning process. (Text is in German.) (Author/AM)

This number of a journal devoted to ideas for teachers of English as a second language (ESL) contains the following articles: (1) "Using Authentic Discourse in Teaching the Conditional" by Helen Hoyt Schmidt, (2) "Better Communication through Summarizations" by John Battaglia, (3) "A Look at Discourse Analysis" by…

The importance of students' nonverbal communication in classroom interaction is pointed out in this short essay. Several examples of nonverbal communication are provided in order to illustrate the confusion in classrooms which can result from teachers' lack of understanding of pupils' conscious and unconscious attempts to communicate nonverbally.…

Research has established that classroom verbal interaction typically involves turn taking cycles described as "teacher solicits,""pupil responds," and "teacher reacts." A study examined the question/answer cycles occurring within 36 videotaped language arts lessons conducted by six elementary school teachers and made inferences regarding what…