ABSTRACT
This chapter explores the roles that teachers who attempt to work in process-oriented programmes fulfil. In order to delineate the general and specific areas of action and responsibility of the teacher the chapter will be the data corpus. The chapter reveals the nature of the teacher's process competence which underlies her ability to unlock the potential of the communicative classroom. It illustrates the general role of the teacher as the project coordinator and facilitator of the learning process. A fundamental part of the teacher's managerial role is the empowerment of the learner. A key role of the teacher as an instructor is to show learners how to learn experientially. An important function of the teacher's role as provider of language resources is making available tools and materials for independent learning. Finally, the chapter discusses the ways in which teachers in service have been given opportunities to become aware of what it means to work within a process-oriented learning arrangement.
