"Language is a highly creative process and, thus, it cannot be taught using the transmission model (meaning repeat after me)," said Dr. Daisy T. Lu, an expert on the teaching of English as second language (ESL). "This was what became clear to the participants of a recent 20-hour seminar I gave."

Dr. Lu, who successfully conducted the seminar titled "Second Language Development," is a staff developer for K-12 teachers and administrators in the Washington state. The seminar participants were educators who teach mainly "students with no or limited English background."

"Where language is, thinking is," said Dr. Lu. "One can nurture the second language learner by building on the intellectual ability and responsiveness of students, by encouraging, leading and guiding them, focused on the different functions of language. When meaning-over-form is the agenda, decoding, spelling, and phonetics follow without doubt."

The very experienced Dr. Lu pointed out: "In an ideal English classroom, students from kindergarten up should be engaged in a form of discussion called collaborative reasoning. Language is the 'tool' used to express and support thinking, to reflect important questions that arise in their reading."

She went on: "The external form - including phonetics and spelling - may not be perfect initially, but a focus on meaning forces the use of the language in context, thereby supporting the gradual mastery of language through justifications and consequences.

"Throughout the discussion, the students reflect on both the text and their experiences to balance conflicting ideas. Language is continuously used internally to support thinking and externally to communicate with others. Here, therefore, is an example of how English as a second language can be taught effectively."

To foster independence and mastery, critical thinking is crucial, according to Dr. Lu.

She elaborated: "A child or adult comes to us with a maturing or already mastered set of codes - their first language. Concepts are well developed according to their age. Build on this principle as one teaches a new code. Do not ignore the internalization of language through meaningful interpersonal interaction."

She added: "A second language strengthens thinking as each language shares unique cultural values. With the internal code secured, the external expression also becomes secure."

The Seattle-based Dr. Lu remarked: "Interest in English instruction, the discourse of power, continues to be high in contemporary society. Cognitive psychology research has long recognized the importance of deep processing and active engagement in attaining high levels of mastery. An area for the highest mastery a human being can achieve is found in language for it represents meaning and abstract ideas."

Those who are interested to learn more about relevant research on second language acquisition, practical classroom implications and teaching methods for teachers can contact Dr. Lu by email dtlu@mindspring.com for she is planning to visit Taipei in mid-September. She will be happy to hold a seminar for English language teachers in Taipei upon request.