Europe is the home of the idea that people who see themselves as a

nation should have a country. But very often those countries have seen 【M1】__________

themselves linguistically: France is the home of those who speak

French, and so on. This has always been a simplification. But one state,

one nation and one language remain a platonic ideal, which makes it all 【M2】__________

the odder that, at the heart of Europe, one nation in one state is one of

the most happily, successfully multilingual place on Earth. Switzerland, 【M3】__________

which has a population comparative in size to Hungary’s or Austria’s, has 【M4】__________

four official languages, and a huge amount of local varieties beyond that.

About 60% of Swiss speak German as their mother tongue; but if

you study the language of Goethe in Hamburg or Hanover, good luck

understand a conversation among Swiss. The local “Schwyzerdiitsch” is 【M5】__________

so far from the standard that children who speak have to learn High 【M6】__________

German in school.

Just over 20% of Swiss speak French, the next-biggest language.

Then there is Italian, spoken by only about 8% of the population, and,

most remarkably, Romansh, Romance language that is the native 【M7】_________

tongue of only around 0.5% of Swiss. Yet all three, excluding German, 【M8】__________

are official languages in the country. The Italian spoken is often a local

variety, and even tiny Romansh has widely diverging dialects. One

Romansh-speaker says that, when he was in the army, it was easy for 【M9】__________

him to use German with Romansh-speaking comrades than that was 【M10】_________

notionally their common language.

In thinking about second language teacher education, we believe we

should distinguish at least between preservice courses and those offered 【M1】__________

teachers with classroom experience. In fact, we see a need to go further

and to differ both conceptually and practically between teacher training, 【M2】__________

teacher education, and teacher development for our purposes here.

Where others have pointed to the traditional balance in language teacher

education between education and training, we add the third dimension, 【M3】__________

namely teacher development. Conceptually we see training as being

concerned with skills (such as being able to write legibly on the

blackboard or being able to speak up so that a whole roomful children 【M4】__________

can hear everything you say to them). Education is concerned with

knowledge (such as being aware of all the different uses to what a 【M5】__________

blackboard could be put or knowing something about the English article

system). Development is concerned with understanding, such as

understanding why children, especially teenage children, may find them 【M6】__________

difficult to perform their best in a foreign language classroom.

By understanding, we are referred to something beyond merely 【M7】__________

having a particular skill or having certain piece of knowledge. 【M8】__________

Understanding is whatever helps us to use our skill and knowledge

appropriately. Knowing how to get learners to work in groups (a

pedagogic skill) and that it could help their linguistic development

(pedagogic knowledge) do not in itself mean we are not going perhaps to 【M9】__________

make unwise decisions about the use of group work in our lessons.

Understanding may also be what helps us to feel we know what we are

doing and why so much that we may be able to feel at ease with what we 【M10】_________

are doing with our skill and our knowledge.

People in every workplace talk about organizational culture, the

mysterious word that characterizes a work environment. One of the key

questions and assessments, when employers interview a perspective 【M1】__________

employee, is to explore whether the candidate is a good cultural fit.

Culture is difficult to define, but you generally know when you will have 【M2】__________

found an employee who appears to fit your culture. He just feels right.

Culture is environment that surrounds you at work all of the time. 【M3】__________

Culture is a powerful element that shapes your work enjoyment, your work

relationships, and your work processes. But culture is something which 【M4】__________

you cannot actually see, except through their physical manifestations in 【M5】__________

your work place.

In anyways, culture is like personality. In a person,the personality 【M6】__________

is made up of the values, beliefs, underlying assumptions, interests,

experiences, upbringing, and habits that create a person’s behavior.

Culture is made up of the values, beliefs, underlying assumptions,

attitudes, but behaviors shared by a group of people. Culture is the 【M7】__________

behavior that results when a group arrives in a set of—generally 【M8】__________

unspoken and unwritten—rules for working together.

An organization’s culture is made of all of the life experiences each 【M9】__________

employee brings to the organization. Culture is especially influenced by

the organization’s founder, executives, and another managerial staff 【M10】_________

because of their role of decision-making and strategic direction.