The demands on the early language teacher and the limited lesson time seem to be some of the reasons for the lack of learners' engagement in interpersonal communication in early language programs. Although the research on the role of the classroom teacher in early language programs is scarce, there is evidence that the classroom teacher can play a…

Examines two books that propose direction for the post-colonial, post-Cold War world, and explains why this literature is relevant to English language teaching. Discusses which pedagogical models are used in three distinct contexts and why. Suggests why the choice of pedagogical model is vital, why it must be a local (and personal) decision, and…

Table lists skills for second language learning on one axis and levels of complexity on the other. Uses of table by classroom teacher in assessment are discussed. (RM)

Sees the task of language instruction involving four staff roles: teacher, materials developer, coordinator, and linguist. Roles are separable even though one person may possibly perform all of them. (VM)

Offers a model which can be used to describe any given second language teaching method, as well as analyze different methods for their internal adequacy, similarities, and differences. (EKN)

Describes a practical experiment in which students prepared video materials to present to each other, the aim being to develop student autonomy in learning, class participation, motivation, and accuracy. The student feedback confirmed the success of the experiment; the rationale for this success is presented. (14 references) (GLR)