Lesley Harbon - lesley.harbon@sydney.edu.au

During the initial language teacher preparation period we are introduced to a great number of second language learning theories, as well as research findings concerning optimum conditions for successful second language learning that may impact the teaching and learning process. As a language teacher educator I continually cite such theories and examine research articles outlining how the theories play out in practice. I also undertake research myself focusing on various aspects of second language education. However I had not been so considerably challenged to revisit my current understandings of theory and practice until recently, when I returned to the ‘learner seat’ again in a beginner language learning classroom. You see, after a period of 20 years, I have begun to learn another language. As you might guess, the opportunity to engage in journaling and reflection on this experience has not escaped me, and I seem to have deconstructed every aspect of me, the teacher, the materials and the pedagogy in a reflective journaling process over the past two months. With the sense of what Keith Horwood promoted through his tireless endeavours for the Australian language teaching profession – that is, a continued belief in accomplished language teaching fostering successful language learning (and support of language teachers as the key to that) – I share my thoughts and ideas on accomplished teaching of languages and cultures and the revelations that occurred to me as I assumed a very anxiety-causing novice status once more.