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ELT Journal 1990 44(4):305-315; doi:10.1093/elt/44.4.305
© 1990 by Oxford University Press
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Articles

Getting the best out of ‘the language-learning experience’

Alan Waters, Jane Sunderland, Terry Bray and Joan Allwright

Co-ordinator. They have had extensive experience of running English-language and teacher-development courses in many parts of the world, and are currently involved in a number of teacher-development research projects.
Tutors in the INSET Arca at the Institute for English Language Education, Lancaster University. They have had extensive experience of running English-language and teacher-development courses in many parts of the world, and are currently involved in a number of teacher-development research projects
Tutors in the INSET Arca at the Institute for English Language Education, Lancaster University. They have had extensive experience of running English-language and teacher-development courses in many parts of the world, and are currently involved in a number of teacher-development research projects
Tutors in the INSET Arca at the Institute for English Language Education, Lancaster University. They have had extensive experience of running English-language and teacher-development courses in many parts of the world, and are currently involved in a number of teacher-development research projects

The use of a ‘language-learning experience’ (LLE) as a teacher-development procedure—whereby participants learn a little of a foreign language in order to increase their understanding of the language-learning process—is by no means unusual or new. The procedure has been the topic of a number of articles, for example, Gotebiowska (1985), Lowe (1987), Rinvolucri (1988). Its continuing and widespread use suggests it has qualities many teacher developers value. In particular, its potential for enhancing understanding of classroom events, as viewed from the learner's perspective, is widely recognized. However, it is possible for the LLE to serve a number of other important functions as well, not all of which appear to have been given the attention they deserve. One of the purposes of this paper, then, is to examine the usefulness of the LLE as a teacher-development procedure. Another purpose is to describe some of the constraints in the approach, and how to remedy them.1


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