Michael Swan and Catherine Walter (see EJ1142765) take issue with the current emphasis in the teaching of listening and reading on higher-order skills-and-strategies training. They argue that L2 learners typically already possess the relevant skills and strategies necessary for listening and reading in L2, and, by implication, can and do deploy…

In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I…

Discusses language as skill and the idea that there are common elements between language and general skill acquisition. (Author/VWL)

Investigates the programmatic nature of the American Council on the Teaching of Foreign Languages Proficiency Guidelines in the context of an unusual body of linguistic material: gravestone inscriptions. It is demonstrated that these texts can be used with imagination to develop linguistic facility according to the hierarchy of skills contained in…

Examines ways that word search puzzles can be created and modified for use in the foreign language classroom. Examples show how word search puzzles can focus on a wide variety of vocabulary, grammar topics, and skills. (Author/VWL)

Focuses on the role of "noticing" and "noticing the gap" in second language acquisition. Argues that this notion has gained wide support on the basis of intuition and assumption rather than on findings of appropriate and exhaustive empirical research. Considers the theoretical constructs that underlie the role of noticing and assesses the validity…

A first person historical examination is provided of the use of grammar rules (the grammar-translation era) as a means of developing second-language proficiency and its effectiveness on second-language learning and speaking ability. (GLR)

Argues for a cognitive psychological approach to second-language learning that emphasizes the importance of the development of automaticity and the process of restructuring. It is suggested that language practice can lead to both increased, and occasionally decreased, performance levels, which cognitive psychology may help researchers to…

Discusses the need for second-language students to be given opportunities to use the foreign language in settings that closely approximate actual communicative situations and offers ideas on how teachers can provide such opportunities. (one reference) (GLR)

Ways are discussed in which foreign words are stored in learners' mental lexicons. Then several activities and exercises, which aim at improving learners' receptive and productive vocabulary skills, are presented. (42 references) (LB)

Focuses on integrated skill instruction in the English-as-Second/Foreign-Language classroom. Specific sections address the following: the idea of language-as-skills; segregated-skill instruction; forms of integrated-skill instruction (content-based, and task-based); advantages of the integrated-skill approach; and integrating the language skills.…

Suggests that debate not only offers teachers a way to integrate language, content, and critical thinking instruction but also prepares English-as-a-Second-Language learners with the types of communication skills they will need in academic and work environments. (Author/VWL)

Discusses the extent to which the Australian language policy "White Paper" meets the real needs of the Australian people, and the quality of Australia's on-going performance in and commitment to well-articulated language and language education policymaking relating to languages other than English. (GLR)

Discusses the use of the communication media (radio, television, films) in assisting second-language students of Spanish in developing their listening comprehension. (nine references) (GLR)

Explains how a key academic support service--the university writing center, can assist Generation 1.5 students (long-term U.S. residents and English language learners fluent in spoken English) as they develop their writing skills. (Author/VWL)