Many English teachers from my region would agree that English as a second language is mostly only a writing affair. Our students read and write English; rather they reproduce in their writing what they have read. How would they express their ‘own’ ideas and thoughts in English?
Since English has been branded as an international language, teaching for linguistic competence can not be isolated from teaching for intercultural competence. Yet intercultural communication has not been paid due attention to in ESL teaching in Sri Lanka. It prompts us to realize the fact that Sri Lankan students of English may master English in terms of its grammar and linguistic aspects but encounter several problems in intercultural communication. This article aims to pay more attention to intercultural communication in English language teaching to develop students’ intercultural communicative competence. Further, the article emphasizes increasingly important role of intercultural communication in English language teaching and the necessity to develop students’ intercultural communicative competence. Sample learning and teaching activities are presented to be integrated in ESL teaching and learning. As per data elicited by the author, an enlightenment of the cultural norms and values of native speakers of English to students of English as a Second language would cushion against the ‘culture shock’ learners may experience during the learning process. Further, the comparison learners’ own culture with the foreign culture in the classroom would facilitate learning.
In this paper various techniques for organizing and managing the class are explored. These techniques aim to help the teachers to become more professional and efficient in their approach so that the students have confidence in the teachers competence. In particular we consider the balance between having a friendly relaxed relationship with the class and maintenance of discipline.