Barbara Fujiwara's interest in the learning strategies of “good learners” led to the research for her master's thesis, which in turn led her to agree to develop this new course at the junior college where she teaches. A teacher and teacher educator who lives and teaches in Japan, Fujiwara began her career there teaching English to middle and high school students. She has recently developed seminar courses on intercultural communication and on women's issues. In this chapter, Fujiwara provides the reader with a window into the way one teacher makes sense of theory in her classroom practice and transforms both in the process. She has written about her experience in the form of letters to a colleague.

The course development focuses for this chapter are selecting and developing materials and activities, and organization of content and activities. Consider the following questions as you read:

Why is the selection of material a critical consideration for Fujiwara?

What systems does she set in motion to organize the course, and what role do the students play in carrying out the systems? April 14

I have been asked to write a chapter about the listening elective I'm going to teach this term. I must admit that the thought of having to describe my inchoate, confused, and intuitive method of course design seems some-what daunting.