Grammatical, pragmatic, and cultural dimensions in developing an English program for foreign language learners

A research study was conducted in the summer of 2006 with two classes of adult intermediate-level English as a Second Language learners. The researcher designed and implemented an intensive English program that attempted to integrate the explicit teaching of grammar with communicative language instruction. Specifically, the study addressed methods of incorporating authentic texts, thematic instruction, and form-focused instruction. Concurrently, it also examined important dimensions in valuing the individual learner---namely, the resistance to linguistic imperialism, attention to individual learning styles, and pragmatic awareness.;As a result of the study, several significant conclusions were drawn in terms of designing and implementing intensive English programs for adults. With respect to the implementation of explicit grammar instruction, the study found that thematic frameworks are effective for structuring language programs but should be selected with discernment and be allowed to emerge naturally. As well, the research concluded that language teachers need to expand both their use and definition of authentic texts while also maintaining awareness of their limitations. Finally, the study proposed less intentionality in form-focused instruction and more opportunity for structures to emerge naturally in language teaching.;The program also led to conclusions about valuing the individual learner in the language classroom. The English teacher must pay close attention to how the student is positioned at the macro- and micro- levels of language learning and make the classroom a discourse community that addresses that positioning. In addition, language students strongly desire and need expanded pragmatic instruction, which must be integrated much more comprehensively into intensive language programs. The study also concluded that it is imperative to address differentiation in how students process new language by providing a multi-pronged approach that acknowledges learning styles and the role of interference between native and target language.