Once a teacher, always a teacher

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Abstract
Teacher trainers should reconsider some of the well-established teacher training techniques used in their everyday work. Is it worthwhile, for instance, having sample lessons in a new foreign language? Will these make foreign-language teachers more aware of the problems that their learners encounter every day? Can one lesson be characteristic of the whole teachingllearning process? These are some of the doubts discussed below. The article also offers suggestions for improving teacher training, such as appreciating the importance of familiarity with the pedagogic grammar of English, and reducing the size of groups of teacher trainees.1

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