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'Teacher talk', which remains a primary feature of much education, plays a crucial role in EFL contexts where exposure to the L2 is often confined to the language classroom, and where local teachers generally share L1 with their students. The present study explores fresh ways of describing the major pedagogic functions of teacher talk across both L1 and L2 in such environments. It seeks to establish broad descriptive categories which can be directly applied by teachers and teacher-educators to the analysis of bilingual classroom practices.

Kong. Her main areas of interests are writing pedagogy, learner cognition, teacher reflection and pragmatics in language education.

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A brief 'language learning experience' (LLE) in Thai was integrated into a second language development course as part of postgraduate TESOL study at an Australian university. Sixty primary and secondary teachers from a range of schools evaluated the impact of the LLE by means of a questionnaire; the teachers proved highly affirming of its value, nominating awareness of experiential learning and affective factors as the most salient outcomes. An additional and unexpected outcome was its impact upon the lecturer himself, who also served as the language instructor. This dual role of lecturer-instructor resulted in the creation of a different tenor of relationships with teachers; in the lecturer's deeper understanding of the constraints of teaching a language other than one's own; and, most directly, in his enhanced capacity to present key concepts in the field of second language development.

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