An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…

Designed for faculty who are new to the Ohio Program of Intensive English (OPIE), this handbook is intended as an orientation and basic reference guide. The OPIE is described as a program established at Ohio University in 1967 to offer intensive or semi-intensive English language training for non-native speakers who need English for academic study…

An intensive college-level French language course, based on the principles of immersion and designed to aid students in the transition between intermediate and advanced proficiency levels, is described. Focus is on three course aspects: teacher contacts; meetings with native-speaking students; and use of audiovisual aids. (21 references) (MSE)

A strategy for including writing of a research paper in a university's advanced intensive English course for students of English as a second language is described. The method consists of eight assignments given over the course of 11 weeks, resulting in a short research paper. The method is designed to minimize error by dealing with specific…

The demand for an improved international dimension in American education is a move in the right direction, and American Council on the Teaching of Foreign Languages (ACTFL) and Educational Testing Service efforts in defining foreign language proficiency guidelines and developing a reliable mechanism for testing oral proficiency have resulted in…

The structure of an 8-week intensive course in literature for advanced learners of English as a Second Language is described. Focus is on engaging student interest with texts rich in theme and/or language that can elicit thoughtful discussion. In the first 2 weeks, the language and length of the texts (short stories) selected make them relatively…

Experiences in teaching a first-year reading course in the intensive English program at Kansai Gaidai Junior College (Japan) are discussed. In the period described, there were six classes of 16 students each. A proficiency-oriented approach incorporating a learner development component was adopted to facilitate the transition from traditional…