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In response to my very controversial blog 'Six useless things foreign language teachers do' many of my readers have asked me to point out the 'good' things about a language lesson, rather than criticize the 'bad' ones. I am not going to respond by listing the obvious features of a good lesson which scores...

This paper revisits again Krashen's hypothesis, making a special emphasis on the Input Hypothesis, his implications for the classroom and the criticisms to his hypothesis.

Feedback is an element of classroom practice that has received a great deal of attention and discussion. Despite widely varying views of how, when, and if corrective feedback should be given in the classroom, second language development theories all agree on the critical role of guidance in the process of learning.

STARTALK is a Presidential Initiative to Fund Summer Programs in Critical Languages including Arabic, Chinese, Hindi, Persian, Turkish, Swahili and Urdu.

Last week, #langchat participants discussed a HOT topic-literally! The discussion centered on higher order thinking skills (HOTS), and instructors worked together to figure out what HOTS mean for novice learners, to discuss forms of support that encourage learner engagement in HOT, and to brainstorm ways to integrate HOTS in interpersonal, interpretive, and presentational tasks.