A language teacher describes her perception of her role in the language learning process as guide and companion to the student in the adventure of constructing knowledge. As such, the teacher must prepare for and encourage students' active participation. (MSE)

An ethnographic study of two secondary schools in Dar es Salaam, Tanzania, is reported that examined the functions of English-Kiswahili code-switching among students. It argues that code-switching is used strategically by both teachers and pupils for meaningful classroom interaction and also reinforces the view that English is more appropriate for…

Presents a classroom discussion episode broken into narrative segments with the teacher's reflective commentary on each. Uses this narrative to help understand the nature of student response to literature and the demands that response-centered teaching makes on teachers. (SR)

Discusses the use of pantomime to arouse student interest and promote foreign language acquisition, providing several examples demonstrating the inclusion of mimetic activities for teaching about culture and grammar, introducing new vocabulary, and testing. (33 references) (Author/CB)

Dialogue journals called learning logs were written by hearing-impaired students and responded to by their math teachers. The logs were used to monitor classroom behavior, check for math comprehension, assess attitudes, predict performance, discuss student progress, and reinforce positive math behaviors. (JDD)

To address theoretical claims for the importance of negotiated interaction to the comprehension of second language (L2) input, different classroom interactional behaviors of L2 learners were compared. Results indicated that direct participation in negotiation was most effective in facilitating comprehension of less-advanced students; however, this…

Twelve trained observers were randomly assigned to one of two methods of data collection in scoring teacher-student interactions. Results indicated no overall difference in observer accuracy between momentary time sampling and continuous data collection when scoring behaviors that differed along the dimensions of frequency and predictability.…

The Confucian educational tradition and the national examination system shape Chinese students' learning styles. A study of 1,076 students studying English as a foreign language suggests that modern Chinese students are receptive to newer methods and learning styles but that this openness declines with increased exposure to foreign teachers. (19…

Concerns about differences and inequalities in girls' and boys' spoken language and interactional styles have prompted the development of alternative classroom strategies, which are reviewed. Three broad approaches are discussed--antisexist, liberal, and profemale--each suggesting different strategies for positive action. (27 references)…

A technique found useful in a college literature appreciation class is to have students write their reactions to or questions about the day's class, anonymously, on note cards, for the teacher's perusal. The exercise provides information about what is or is not being learned and allows tracking of student development. (MSE)

Observation in 281 elementary and junior secondary classrooms and interview with teachers found large variation in communication behaviors of Botswana teachers, related to subject matter, presence of a textbook, and school size. Much class time was spent on choral recitation, which was positively related to expatriate staff and pupil persistence.…

Examines the arguments for a realignment of discourse roles (teacher/questioner and student/responder) in teaching, describes materials designed to bring about that shift, and discusses the effects of their use with English-as-a-Foreign-Language students. (17 references) (GLR)

Examines high schools teachers' humor in the classroom. Finds that high school teachers generally use less humor than college teachers, perceive college-teacher humor as more appropriate, and use it as a learning facilitator rather than a learning strategy. Presents a 20-item classification scheme of teacher humor. (SR)

Forty-four undergraduate women at a small liberal arts college were asked to characterize conversations with college women friends and to describe the role these women play in intellectual growth and academic performance. Results show that women are more comfortable expressing their views within female friendship than in the classroom. (MKA)

Argues that second-language learners should be given the opportunity to listen to authentic discourse within the language classroom and practice forms of language that will facilitate successful exchanges beyond the classroom. Examines the main questions confronting the classroom teacher when integrating authentic spoken discourse into a language…