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While We're on the Topic
From one of the leading figures in the field of second language acquisition and second language teaching, While We're on the Topic... offers an up-to-date overview of six principles underlying contemporary communicative language teaching. In a conversational style, Bill VanPatten addresses principles related to the nature of communication, the nature of language, how language is acquired, the roles of input and interaction, tasks and activities, and focus on form ("grammar"). Each principle is informed by decades of research yet all are presented in a manner accessible to veteran and novice educators alike.
This book is a must read for all interested in 21st century language teaching. With special features such as Foundational Readings, Discussion Questions and Food for Thought, "I..." statements for self-assessment, and While We're on the Topic reflection boxes that invite the reader to ponder related topics, this book can easily be used as the foundation for any course on contemporary language teaching.
This book is a must read for all interested in 21st century language teaching. With special features such as Foundational Readings, Discussion Questions and Food for Thought, "I..." statements for self-assessment, and While We're on the Topic reflection boxes that invite the reader to ponder related topics, this book can easily be used as the foundation for any course on contemporary language teaching.
135 pages, Unknown Binding
Published January 1, 2017
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Displaying 1 - 17 of 17 reviews
October 29, 2018
This book has blown my mind in the best way. MANY TIMES. I just had to sit and my desk and process the info and think about how I’ve been so wrong. As a language teacher this book has a lot of hard truths backed up by research that will inform the way I teach and think about how we learn a language. Will definitely revisit many times.
March 18, 2020
“Language acquisition is relatively simple, right? You learn some rules or vocabulary, you practice what you learn, people correct you and so you improve, and over time you learn the language. Many people think this, including teachers, students, and people on the street. On the other hand, people say, “I took four years of high-school French but can’t speak a word,” or “The only way to learn a language is to go live where it’s spoken.” These latter comments suggest something quite different from the study + practice belief. Who is right?” p. 35
“What I have come to understand is that many people believe that communicative-language teaching is anything that isn’t “teaching grammar the old-fashioned way.” This may be true sometimes, but not always. In fact, it may not be true at all.”
“To teach communicatively means instructors have a working definition of communication that informs and inspires what they do. We can’t define “communicative” by “what communicative isn’t.” P. 2
“Language is not a collection of rules and structures. Language is an abstract, implicit, and complex mental representation. As a mental representation, it cannot be taught and learned explicitly as happens with other “subject matter.” Language teaching needs its own pedagogy.” P. 19
“Language is not what most people think it is. Language is certainly not what you find in language textbooks. Or as I repeatedly say, “What’s on page 32 of the textbook is not what winds up in your head.” Textbook rules just aren’t psychologically real.” P. 30
“...this does not mean that we can’t “teach” language. Of course, we can. But that may depend on what is meant by “teach...In some sense, the classroom is probably the ideal place for a learner to begin the language acquisition journey.” P. 32
“Research on the internal constraints on acquisition undermine many people’s notions that the way to learn a language is through study and practice. Memorizing words, studying grammar, filling in blanks, repeating after someone, forcing the use of a structure to ensure it is learned-none of these (or others) carry much weight regarding how a language gets inside someone’s head.” P. 52
“We must educate students, parents, colleagues, and administrators about the nature of acquisition as well as the nature of language and communication...a teacher who does have the foundation can and must educate others so that they understand why the communicative and proficiency-oriented classroom looks so different from other classes. Knowledge of acquisition helps teachers become advocates for a more appropriate curriculum designed to develop communicative ability.” P 53
“One of the principal jobs of instructors and their materials is to provide appropriate-level input for learners, as well as appropriate-level interaction with that input.” P. 57
“Input should be central to the classroom, not something “added on.” P. 73
“What I have come to understand is that many people believe that communicative-language teaching is anything that isn’t “teaching grammar the old-fashioned way.” This may be true sometimes, but not always. In fact, it may not be true at all.”
“To teach communicatively means instructors have a working definition of communication that informs and inspires what they do. We can’t define “communicative” by “what communicative isn’t.” P. 2
“Language is not a collection of rules and structures. Language is an abstract, implicit, and complex mental representation. As a mental representation, it cannot be taught and learned explicitly as happens with other “subject matter.” Language teaching needs its own pedagogy.” P. 19
“Language is not what most people think it is. Language is certainly not what you find in language textbooks. Or as I repeatedly say, “What’s on page 32 of the textbook is not what winds up in your head.” Textbook rules just aren’t psychologically real.” P. 30
“...this does not mean that we can’t “teach” language. Of course, we can. But that may depend on what is meant by “teach...In some sense, the classroom is probably the ideal place for a learner to begin the language acquisition journey.” P. 32
“Research on the internal constraints on acquisition undermine many people’s notions that the way to learn a language is through study and practice. Memorizing words, studying grammar, filling in blanks, repeating after someone, forcing the use of a structure to ensure it is learned-none of these (or others) carry much weight regarding how a language gets inside someone’s head.” P. 52
“We must educate students, parents, colleagues, and administrators about the nature of acquisition as well as the nature of language and communication...a teacher who does have the foundation can and must educate others so that they understand why the communicative and proficiency-oriented classroom looks so different from other classes. Knowledge of acquisition helps teachers become advocates for a more appropriate curriculum designed to develop communicative ability.” P 53
“One of the principal jobs of instructors and their materials is to provide appropriate-level input for learners, as well as appropriate-level interaction with that input.” P. 57
“Input should be central to the classroom, not something “added on.” P. 73
March 5, 2019
Great information presented in an accessible format. Engaging and friendly tone, yet completely shakes up everything we think we know about second language acquisition and language instruction.
July 31, 2018
Excellent book on language acquisition and importance of a communicative classroom. This book will definitely shape my curriculum and understanding of instruction going forward.
June 17, 2019
A wonderful explanation of leading second language acquisition theories and its implication for teaching. Every World Language teacher should read this book.
June 8, 2025
I read this book after finishing Language Acquisition in a Nutshell by the same author. Now, I'm deeply convinced that the way we learned English in school was completely wrong—for the purpose of "acquiring language" for real communication.
What we did in school was all about getting high test scores. We learned English like any other subject (like social studies or science): memorizing words and phrases, explicitly studying grammar, practicing set expressions, and doing reading, writing, speaking, and listening drills. But studying these "requires" language!
But when I look back at how I actually acquired English—starting at age 25—it was a very different process. I was very bad in English at school, but suddenly I wanted to communicate with my boss in English. Then I was assigned to work in the U.S. for a year, and from that point on, English became a daily part of my work.
Reading this book confirmed for me that what I went through from age 25 was exactly what this book describes as "language acquisition process".
I want to change how English is taught as a foreign language in Japanese schools. This is where my journey begins.
What we did in school was all about getting high test scores. We learned English like any other subject (like social studies or science): memorizing words and phrases, explicitly studying grammar, practicing set expressions, and doing reading, writing, speaking, and listening drills. But studying these "requires" language!
But when I look back at how I actually acquired English—starting at age 25—it was a very different process. I was very bad in English at school, but suddenly I wanted to communicate with my boss in English. Then I was assigned to work in the U.S. for a year, and from that point on, English became a daily part of my work.
Reading this book confirmed for me that what I went through from age 25 was exactly what this book describes as "language acquisition process".
I want to change how English is taught as a foreign language in Japanese schools. This is where my journey begins.
November 26, 2025
While We’re on the Topic is an essential, highly engaging guide to modern communicative language teaching, written by one of the most respected voices in second language acquisition. Bill VanPatten brings clarity, warmth, and authority as he distills decades of research into six foundational principles that shape how languages are most effectively taught and learned.
The book’s conversational tone makes complex ideas accessible without oversimplifying them, while its structure featuring Foundational Readings, reflection boxes, discussion prompts, and self assessment statements creates a truly interactive learning experience. VanPatten bridges theory and practical classroom application with rare ease, making this a valuable resource for educators at every stage of their career. Whether used for personal professional development or as the core text for a methods course, this is a forward-thinking, research-grounded, and deeply useful contribution to language education.
The book’s conversational tone makes complex ideas accessible without oversimplifying them, while its structure featuring Foundational Readings, reflection boxes, discussion prompts, and self assessment statements creates a truly interactive learning experience. VanPatten bridges theory and practical classroom application with rare ease, making this a valuable resource for educators at every stage of their career. Whether used for personal professional development or as the core text for a methods course, this is a forward-thinking, research-grounded, and deeply useful contribution to language education.
May 25, 2020
The best professional book ( for second-/world-language teachers, but would not go amiss for ESL, reading, ELA teachers either) I've read in recent memory. Short, sweet, and too the point. Alludes to deeper topics w/o holier-than-thou (you couldn't ~possibly~ understand) verbiage. Examples from a variety of languages (decidedly Euro-centric, but you can't expect the author to have a command of EVERYTHING under the sun). Give a TON of extended/foundational resources in bibliographic format. If I were teaching a course to pre-service language teachers, I would use this book as my foundational text and the extension texts to flesh out the course content. Just the work that he suggests in the activities and "discussion questions" could flesh out the meat of a collegiate level course or any sort of meaningful professional development for practicing language educators.
November 23, 2022
I know I'm not an expert, but I learned French, starting in middle school, through an exchange program, and at the university level, and I've taught it.
I have a few issues with BVP's philosophy: first, learning a second language (I know, different than "acquiring") is different than learning one's first language because we have scaffolding for learning now.
Second, he writes about the importance of classroom context and how role plays don't really work. I'd like to know how he would teach students how to ask for directions or order food in a realistic manner with real "purpose." I think he could have taken the time to demonstrate this in his book.
I do think his explanation of tasks is interesting and could be useful.
I have a few issues with BVP's philosophy: first, learning a second language (I know, different than "acquiring") is different than learning one's first language because we have scaffolding for learning now.
Second, he writes about the importance of classroom context and how role plays don't really work. I'd like to know how he would teach students how to ask for directions or order food in a realistic manner with real "purpose." I think he could have taken the time to demonstrate this in his book.
I do think his explanation of tasks is interesting and could be useful.
February 15, 2020
Definitely could use a second read, but very practical and informative for language teachers! Nice mixture of upper-level knowledge about language acquisition and linguistics with practical tools and applications for the every day in your classroom.
February 7, 2024
Every language teacher can benefit from reading this concise, principled overview of language, communication, and implications for language teaching.
The chapter on tasks (ch. 5) is one that was newer to me at first, and I've returned to it multiple times in thinking about designing lessons.
The chapter on tasks (ch. 5) is one that was newer to me at first, and I've returned to it multiple times in thinking about designing lessons.
July 18, 2025
A very good 4.5. A few gripes that are probably specific to me as a Latin and Ancient Greek teacher - I do wish he addressed the classical languages and/or other non-living languages. I'm curious for his thoughts within some of the discussions.
August 6, 2019
A quick, easy, non-technical read about comprehensible input and its role in the secondary language classroom. I would highly recommend it to all world language teachers.
April 24, 2022
This book should be a part of every wl ed program and should be read by every in service teacher too. Fabulous & quick.
July 19, 2024
A good refresher book
September 28, 2024
edua class! sites :)
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April 14, 2020DNF
Displaying 1 - 17 of 17 reviews