| Abstrakt: |
This article illustrates the concept of Historical TEFL, a detail ed first-person description that fixes vivid perceptions in time and prevents their deterioration into TEFL folklore and even myth. Such classroom-centered case studies constitute a compendium of fact and opinion which, taken as a whole, function both as a professional an nal and a vade mecum. The article first presents a brief history of the Lycee de Vientiane along with a description of its physical plant, ad ministrative and faculty organization, curricula, and staff and stu dent profiles. The focus shifts in the main part of the article to a review of each of the six classes I taught in terms of their general at titude toward English and their overall performance in four areas of academic instruction: comprehension, speaking, reading, and writing. A separate concluding section surveys the conference pro gram, the main component of a structured attempt at student- teacher interaction. A set of detailed footnotes complements the text. [ABSTRACT FROM PUBLISHER] |
