This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children's later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core…

This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I…

Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…

In response to a published study of second-language input processing and processing instruction, a relatively new concept in language teaching, misinterpretations of theoretical and conceptual issues are pointed out and methodological concerns about the study are discussed. (MSE)

An analysis of the skills involved in listening comprehension and techniques for developing them in students looks first at elements of the general process of interpretation, showing the essential importance of the interpretative functions as contrasted with simple comprehension of sounds and decoding of meaning. The first section looks at…

The position this paper assumes views vocabulary not as single words but as phrases, sentences, and sometimes entire segments of discourse that act as single words. This view of vocabulary would be helpful in: (1) bringing the vocabulary aspect of instruction in English as a second language (ESL) closer to current research in language performance,…

In response to criticism of his study of input processing and processing instruction, a relatively new concept in second language teaching, the author discusses a number of issues raised, including concepts underlying input processing, methodological concerns, instructional materials used in the study, the concept "traditional instruction," use of…

States that constructivism is a theory of knowledge which asserts that knowledge is not primarily received, but actively built, and that the function of cognition is adaptive and serves the organization of the experiential world. Gives a brief history and discusses impact of the constructivist approach. (RT)

Communicative proficiency, defined as native-like ability to use the language as a medium of two-way communication, is most effectively and efficiently achieved through instruction emphasizing development of listening and reading comprehension skills, and virtually excluding training in production. The comprehension approach avoids the teaching of…

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…

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…