Teaching a language is an interesting and exciting occupation. Since the nature of language and its complex operation is still a matter of controversy and since the psychologists have yet much to learn about how language is acquired – the native language as well as a second or third language – we, as language teachers, have an open field. We are free to experiment and innovate. We can appropriate what has proved successful in other times and places. We can repeat and refine what we have found to be effective in our own circumstances with our own students. We can share successes and explore failures with our colleagues, learning much from each other. Learning to use a language freely and fully is a lengthy and effortful process. Teachers cannot learn the language for their students. They can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assist, while each student struggles and perseveres with autonomous activity.

Teaching a language is an interesting and exciting occupation. Since the nature of language and its complex operation is still a matter of controversy and since the psychologists have yet much to learn about how language is acquired – the native language as well as a second or third language – we, as language teachers, have an open field. We are free to experiment and innovate. We can appropriate what has proved successful in other times and places. We can repeat and refine what we have found to be effective in our own circumstances with our own students. We can share successes and explore failures with our colleagues, learning much from each other. Learning to use a language freely and fully is a lengthy and effortful process. Teachers cannot learn the language for their students. They can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assist, while each student struggles and perseveres with autonomous activity.

Teaching a language is an interesting and exciting occupation. Since the nature of language and its complex operation is still a matter of controversy and since the psychologists have yet much to learn about how language is acquired – the native language as well as a second or third language – we, as language teachers, have an open field. We are free to experiment and innovate. We can appropriate what has proved successful in other times and places. We can repeat and refine what we have found to be effective in our own circumstances with our own students. We can share successes and explore failures with our colleagues, learning much from each other. Learning to use a language freely and fully is a lengthy and effortful process. Teachers cannot learn the language for their students. They can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assist, while each student struggles and perseveres with autonomous activity.

Teaching a language is an interesting and exciting occupation. Since the nature of language and its complex operation is still a matter of controversy and since the psychologists have yet much to learn about how language is acquired – the native language as well as a second or third language – we, as language teachers, have an open field. We are free to experiment and innovate. We can appropriate what has proved successful in other times and places. We can repeat and refine what we have found to be effective in our own circumstances with our own students. We can share successes and explore failures with our colleagues, learning much from each other. Learning to use a language freely and fully is a lengthy and effortful process. Teachers cannot learn the language for their students. They can set their students on the road, helping them to develop confidence in their own learning powers. Then they must wait on the sidelines, ready to encourage and assist, while each student struggles and perseveres with autonomous activity.