Modern English Teacher April 1993 [antikvár]

EDITORIAL Ican hardly believe it but 'new' MET is a year old and, like all one-year-olds, it has grown. We've gone from 80 pages to 96 pages, partly to accommodate the Course Index at the end of the magazine and partly to give you more articles in the sections that you voted the most popular in your responses to the questionnaire we sent out in July. First the Course Index. We hope that you will find this a convenient way of finding out about courses. When you return your reply-paid card with the relevant numbers filled in, we immediately forward your requests to the schools and colleges you have chosen. Let us know what you think of this idea. It has been interesting reading your responses to the questionnaire - the old saying comes to mind: 'You can't please all of the people all of the time'. However there was some consensus and, encouragingly, there were very few critical comments. And there was no doubt about the most popular sections: About Language, Classroom Ideas and Reviews. There were some particular comments that came up a number of times and to which I'd like to reply. 1 Why are there not more contributions from non- native speakers? I would love to receive them. Many non-native speakers teach in similar circumstances, have similar strengths and similar problems. These are highly relevant to most MET readers and important in fostering a feeling of 'I'm not alone after all'. So please don't think you have nothing to say - you almost certainly have, and plenty of people want to read it. 2 Could there be more illustrations? Well, I'll do my best! 3 Could you include reviews of good courses for teachers1 The problem is, with no scheme for 'recognising' such courses, who would decide which were good? But if you've been on a course you enjoyed, do write in and tell other readers. 4 Could you give the prices in book reviews? We don't because the publishers' prices only apply in the UK. 5 You devote a lot of space to photos of the books in the Reviews Section. We put the covers in to help you recognise the books when you see them. And the reviews section could look very dull without them. 6 Why isn't there a letters page? Because I haven't received any letters for publication yet! 7 MET seems weighted in favour of EFL. Well, it is principally a magazine for EFL teachers. However, we have had a couple of articles about or relevant to ESL. Certainly, the intention is not to focus narrowly on EFL but to look at areas where EFL, ESL, English mother tongue and other foreign language teaching overlap and can learn from each other. Finally, thank you to the subscriber who, in response to the question 'Which section do you find the least interesting?' said: 'I don't know exactly because when I begin to read MET I can't stop reading it, and I think each section has its interest'. But we won't let it make us complacent. In this issue you will notice certain recurring threads: the idea of giving students time to think and not rushing them into a response; the idea of changing the dynamics of a class by letting the students play teacher - and, conversely, the importance of a familiar routine and of creating conditions which allow the students to feel secure. Classroom Ideas has suggestions for 'integrated skills' activities - but then you may agree with Mario Rinvolucri's contention (page 8) that all activities engage all the skills, there being no such thing as a single skill activity. Happy 1993, and good luck with this year's 'curriculum delivery' (see page 17)! vXr«— "TtfYlv- Thérese Tobin PS I have had a number of letters asking for guidelines for contributors to MET. If you're thinking of writing an article, or if you need a little persuasion, please see page 93. The address to write to is: Modern English Teacher Macmillan ELT Houndmills Basingstoke Hants RG212XS