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List of Tables and Figures 2.2.4 The existence of a gap in the literature on LLL 2.2.5 Types of programmes in education and LLL 2.3 Middle writers' approaches and their legacy on present day LLL 2.3.1 A shallower view of LLL 2.3.2 The prevailing environment of the time of middle period writers and the LLL it promoted 2.3.3 Process teaching encouraged in areas other than in LLL 2.3.4 Documentation accompanying this type of LLL courses 2.4 Recent writers and the return to deeper concerns of LLL 2.4.1 Crises, flexibility and LLL 2.4.1.1 Crises 2.4.1.2 Flexibility and diversity 2.4.2 A brief introduction to philosophical discussions of the LLL topic 2.4.3 LLL in the world of production and consumption 2.4.4 Values education and LLL 2.4.5 Meta-narratives and LLL 3. The kinds of LLL 3.1 LLL1 and LLL3 3.2 LLL2 3.3 The terminology in the discourse of LLL3 4. A review of the effects on LLL of the various trends in and influences on teacher training and teaching 4.1 Methods, approaches and LLL 4.1.1 The first category 4.1.2 The second category 4.2 Syllabi, curricula and teaching material 4.3 Materials, their use and development 4.4 Assessment and its effects 4.4.1 Summative assessment and tool content, format and vii marking 4.4.2 Formative assessment and tool content, format and marking 4.4.3 Summing up the discussion on assessment and LLL3 4.5 Second Language Acquisition and teaching for LLL 4.5.1 Learning or teaching 4.

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A dialogue between an English language school administrator and an enquiring learner, at enrolment time: Learner:Administrator: We don't. We're experimenting. L:A: L:Doesn't that cause problems? A: When do you hold your placement tests?But surely you have a test designed to measure the range of words and structures each learner knows, so that he can be put into a suitable group? No, we don't. Neither do we test after periods of instruction. We have mixed-ability classes. You know, learners in a group, each with varying amounts of knowledge of the target language.Our excellent teachers design motivating lessons to overcome these problems. They assume different roles in the classroom, and use new methods. Learners are encouraged to be responsible for their own learning. We find it works. Learners don't really like others to assess them.