The process approach to writing instruction views learning to write as a discovery process in which the writer makes connections beyond the text. Central to this process is revision, the refinement and development of the discoveries made. This approach appears to be incompatible with the grammar-based approach traditionally used in…

Language is used to realize different intentions, and the patterns of wording that have evolved in language bear a natural relationship to the meanings they have evolved to express. Despite the diversity in the way texts (content) are encoded, they may be traced to the contexts in which they communicate meaning, indicating a form-function…

Advances in cognitive science have greatly increased our knowledge of how the human mind stores and uses information. That knowledge can be used to decompose curricular objectives so as to increase the specificity of instruction to a level of precision that should greatly enhance student writing. This article identifies some major types of…

Two key parallels exist between reading and writing, each with profound implications for the teaching of these skills, and which can be adapted for the situation in Japanese high schools, where reading and writing classes are separate. First, on a theoretical level, writing and reading are cognitively similar in that they are both active and…

An examination of second language learning focuses on how universal cognitive processes in language learning and individual differences account for differences in language learning patterns. An introductory section gives background information suggesting that psycholinguistic factors in language learning should receive more attention for two…

A discussion of factors that influence English-as-a-Second-Language (ESL) learning by native speakers of Chinese focuses on three specific factors (cognitive style, individual differences, and native language interference), and offers classroom solutions. The effect of each of the three factors on ESL comprehension and production is considered,…

An annotated bibliography of over 100 books, articles, and studies on bilingual education includes a summary and a review of each work. The bibliography has three focal areas: (1) bilingual education in general, including the rationale for it, attitudes toward it, historical and/or sociological perspectives, legal aspects, and evaluation of…

The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading…

The textbook for training bilingual education teachers addresses psychological and social questions that enable teachers to define more clearly what they want to do in a classroom, and offers theoretical and practical information for a variety of social contexts. The first section addresses individualism and the social nature of bilingualism, and…