ABSTRACT
Teaching modern foreign languages is a complex task, not made easier by the various waves, both political and academic, that have washed over it in recent years. The shift from a teacher-centred to a learner-centred and now to a learning-centred approach has had a major benefit: the last of these, unlike its two predecessors, does not imply a predominance of one side of teaching and learning over the other. Both you the teacher and your students are equally involved in the learning process: by the nature of it, they play the major role, but only you can structure their learning so that they have maximum opportunities to participate actively.
