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For the past year or two, I have been sending out ADULT EDUCATION/ESL newsletters for persons teaching English as-a-second language to adults. I plan to include some of my ravings and rantings on language subjects on this webpage. I would thoroughly enjoy hearing from some of you who check out what I have to say and want to comment on it.

Most of what I have to say, comes from more than four decades in this profession, in and out of the U.S.A. I have taught students who speak at least sixty different languages, trained teachers both native and non-native speakers of English, have written textbooks and articles and really love what I do. I spent 20 years with the Defense Language Institute English Language Center, which is the world's largest ESL program. I served that organization in and out of the U.S.A. and have lived altogether in nine countries and traveled in others, both on my own and for DLI. After X many years in the ESL trenches, I have become a strong believer that here, in the ESL classroom, is where the reality is. The academic community, which tends to dominate language teaching sometimes misses out on the realities of what works and doesn't work, because of their latest "research." Sometimes they come up with something that is really neat and useful, and at other times academic persons in the languages seem to veer more toward the latest intellectual "fads," rather than classroom realities.

Some of my articles explain what I'm talking about. Input from you is absolutely welcome, and friendly arguments are included. I look forward to hearing from you. If you like what I do, I am currently conducting teacher-training workshops, which are announced here. Prices and references from happy clients are available. My workshops are not very theoretical. We get down to what to do in the classroom, why, and how. Each workshop has a highly functional textbook to go with it, based on performance factors that are necessary, to get communication-centered results. It is one thing to tell teachers about language acquisition theory and have them try to figure out what to do. It is another to give them some good performance-based tools to try out in the classroom. I do the latter.
Ted
Theodore A. Klein Resume
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