The document discusses 12 strategies for effective language teaching: 1) maximize learning opportunities by adjusting lessons based on student understanding, 2) minimize mismatches between teacher intentions and student interpretations, 3) facilitate negotiated interaction to encourage student participation beyond simple reactions, 4) promote learner autonomy by teaching students how to self-direct their learning, 5) foster language awareness to explicitly draw attention to language properties, 6) activate intuitive heuristics by providing rich data for students to infer rules, 7) contextualize linguistic input within themes to mirror natural language use, 8) integrate language skills rather than separating them, 9) ensure social relevance by considering the educational environment, 10) raise cultural consciousness by acknowledging student power and knowledge, and 11) treat students as cultural

2. Maximize Learning Opportunities
Teaching is a process of creating and utilizing learning
opportunities. “Teachers need to constantly monitor how
the lesson is unfolding and make suitable changes as
necessary”. (p. 45).

3. Minimize Perceptual Mismatches
There are potential perceptual mismatches between
intentions and interpretations of the learner and the
teacher. Teaching should aim to minimize the mismatches
that exist between learner and teacher perceptions of what
is available to learn.

4. Facilitating Negotiated Interaction
Refers to meaningful learner-learner, learner-teacher
classroom interaction in which learners are entitled and
encouraged to participate in conversations. By employing
this macrostrategy, teachers take students beyond the
limited action of “react and respond” (p. 39).

5. Promoting Learner Autonomy
Help learners learn how to learn, equipping them with
strategies necessary to self-direct and self-monitor their
own learning. “A crucial task of the teacher wishing to
promote learner autonomy is to help learners take
responsibility for their learning, and to bring about
necessary attitudinal changes in them” (p. 137).

6. Foster Language Awareness
Draw learners’ attention to the formal and functional
properties of their second language (L2) in order to increase
the degree of explicitness required to promote L2 learning.
It is important for language teachers to “design activities
that foster both general and critical language awareness in
the classroom” (p. 168).

7. Activate Intuitive Heuristics
Provide rich textual data so that learners can infer
underlying rules governing grammatical usage and
communicative use. “Heuristics refers to the process of
self-discovery part of the learner”. (p. 176).

8. Contextualize Linguistic Input
Highlights how language usage and use are shaped by
“linguistic, extra-linguistic, situational, and Extra-situational
contexts”. (p. 39). For example, presenting linguistic input
within thematic contexts reflects the natural use of
language.

9. Integrate Language Skills
Stresses the need to holistically integrate language skills
traditionally separated and sequenced as listening,
speaking, reading and writing. The separation of skills is
inadequate for developing integrated functional skills
because “language skills are essentially interrelated and
mutually reinforcing” (p. 228).

10. Ensure Social Relevance
Teachers need to be sensitive to the societal, political,
economic, and educational environment in which L2
learning and teaching take place.

11. Raising Cultural Consciousness
Teachers need to treat learners as “cultural informants”
(p. 39) so that they are encouraged to engage in a process
of classroom participation that acknowledges their power
and knowledge.