Discusses the role of immigrant parents' attitudes toward the majority culture in their children's second-language acquisition and overall educational achievement. (EKN)

Describes some characteristics of the adult learner, including factors that can affect the adult's ability to learn language. Discusses teacher- and learner-centered approaches and "adult" learning environments. (EKN)

Examines the development of the egocentric factor of self-esteem within the context of the acculturation process that immigrant children experience and shows how their self-esteem affects second language acquisition. (EKN)

Explains three elements of English that are particularly difficult for Chinese students to learn: the use of articles, which has no equivalent in Chinese; expression of tense, for which there is no Chinese equivalent; and the concepts of time, locality, and direction inherent in English usage of prepositions. (MSE)

Illustrates how even simple tools and basic ideas do much to embellish the teaching of English as a second language and enhance students' learning as they explore their second language and Canada. (Author/CB)

Defends: (1) the theory that correction of grammatical items in young learners impedes their ability to communicate, (2) the frequent use of trips and activities as ways of teaching natural communication, and (3) the use of story books as appropriate reading material for older children. (EKN)

Proposes guidelines for low cost or no cost field trips, and discusses trip activities. Also gives ideas for incorporating lessons in reading, writing, listening, and speaking skills into trip activities. (EKN)

Gives tips and classroom techniques on the use of interviews as a way to provide real communication practice in the English as a second language classroom. (EKN)

Discusses methods by which a teacher of English as a second language in a foreign country can teach himself/herself the language of that country. Such methods include keeping a diary, studying grammar, using the mass media, and engaging native speakers in conversation whenever possible. (SED)

Argues that teachers of English as a second language at the secondary school level must consider the social, political, and economic needs, as well as the linguistic needs, of students. (EKN)

Quotations from immigrants to Canada are used to illustrate some of the processes of second language learning within a very different culture: awareness of the environment's newness, first impressions, sense of nationality, broken images, initial confusion and bewilderment, concepts of nearness and remoteness, gradual understanding, and emotional…

Discusses two principles of the experiential learning approach as it pertains to English-as-a-second-language instruction in Canada: (1) learning is an emotional experience that entails personal investment; and (2) to learn is to change. (Author/CB)

Reports on the training experiences of workers from linguistically diverse backgrounds via a focus on their learning activities in community college apprenticeship programs. A survey identified areas of linguistic difficulty that students were experiencing in their coursework and ways in which instructors could reduce these barriers to success.…

Problems and issues encountered in adolescent West Indians' adjustment to living and learning in Canada are discussed, including parent-child separation, physical and social environment, home-school values conflicts, language habits and problems, rural-urban differences, and student reactions to these influences. Suggestions are made for assisting…