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Beverly-Anne Carter

Arriving at a (Self-)Diagnosis of the Foreign Language Teaching Situation in Trinidad and Tobago

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SKU: cje-27-2-7

This article reports on some of the findings of the Foreign Language Teaching Survey (FLTS), which targeted foreign language teachers in secondary schools in Trinidad and Tobago. It provides a first look at the ensemble of professional and academic backgrounds of respondent teachers and speaks to the present FL classroom and the entities and issues that feed into it as the teacher sees it. The survey constitutes an attempt to construct an empirical picture of the institutionalized foreign language situation in Trinidad and Tobago as well as capture the teacher’s perspective.

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Some Trends and Issues in Foreign Language Education

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SKU: cje-25-1-5

The barrage of new trends and new foci in language teaching and learning can create a sense of unease among language educators, pulling them in many directions, as linguistic, cultural, technical, and educational considerations compete for time and space in their conceptual frameworks. It is a feeling shared by all those who are engaged in second language acquisition (SLA).

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Fostering Learner Autonomy among Mature Language Learners

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SKU: cje-20-1-8

This paper uses a case study approach to examine the journals of three mature foreign language learners who participated in a project to promote learner autonomy. The learners' journals revealed that while they shared some of the concerns of their younger peers, a few factors impacted more heavily on their learning outcomes and successes. Two of these factors are examined in this paper. The first factor was the learners' affective state, in particular, their anxiety upon resuming foreign language learning after many years of attrition.

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