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Download full textTao, Wei – English Language Teaching, 2019
This paper analyzes the phenomenon that reducing hours of EFL instruction to non-English majors in Chinese universities gets no response. It first depicts the phenomenon, pointing out that this phenomenon differs greatly from people's response to similar events that happened in the past. It then analyzes the complicated underlying factors from…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Direct linkWilloughby, Louisa – Current Issues in Language Planning, 2014
The heterogeneous backgrounds, languages and proficiencies students bring to the classroom have always been a key challenge facing schools that wish to implement heritage language programmes. In this article I describe the evolution of one high school's approach to heritage language education and some of the roadblocks they encountered in…
Descriptors: Heritage Education, Second Language Instruction, Native Language Instruction, Language of Instruction
Bird, Steve – Applied Psycholinguistics, 2010
A longitudinal study compared the effects of distributed and massed practice schedules on the learning of second language English syntax. Participants were taught distinctions in the tense and aspect systems of English at short and long practice intervals. They were then tested at short and long intervals. The results showed that distributed…
Descriptors: Intervals, Second Language Learning, Syntax, Longitudinal Studies
Peer reviewedAshbaker, Betty; Morgan, Jill – NASSP Bulletin, 2000
Hiring increasing numbers of paraeducators can provide additional learning support and a linguistic/cultural link to the community. However, such personnel may have frenetic schedules, responsibilities divided among several schools, and inadequate supervision and communication links. Recommendations for principals, teachers, and bilingual…
Descriptors: Bilingual Teacher Aides, Communication Problems, Elementary Education, Instructional Effectiveness
Elementary French Core Program Evaluation: Summary of Findings, 1978 to 1983. Research Report 84-04.
Stennett, R. G.; Earl, L. M. – 1984
A report on the results of changes in the introductory core French program summarizes three reports evaluating the effects of increasing the total amount of instructional time in French in grades 7 and 8 on students' acquisition of French language skills, attitudes, and cultural awareness. Random samples of students in four academic year grade 8…
Descriptors: Cultural Awareness, Foreign Countries, French, Grade 7
Stennett, R. G.; Earl, L. M. – 1984
A study assessing the instructional effects of increasing core French instruction in grade 8 from 20 to 40 minutes daily looks at students' acquisition of language skills, attitudes, and cultural awareness. A random sample of two groups of 150 students was chosen and the groups were administered different tests. Subjects were chosen randomly from…
Descriptors: Cultural Awareness, Foreign Countries, French, Grade 6
Stennett, R. G.; Earl, L. M. – 1983
A preliminary, descriptive overview of the students and their progress in the first year of a new French immersion program looks at the 1982-83 grade 8 cohort of 40 students, most of whom had come from the standard core French program in grades 6 and 7, and compares their progress in other subjects with two grade 8 classes in another school. Data…
Descriptors: Academic Achievement, Curriculum Development, Foreign Countries, French
Wisconsin Association of Foreign Language Teachers, Whitewater. – 1995
The report examines issues in block scheduling as it affects foreign language teaching and learning. First, key questions related to block scheduling are discussed from the perspective of student learning, access, and workload. These include questions concerning the potential of block learning to improve achievement and rate of learning, to…
Descriptors: Access to Education, Administrative Policy, Annotated Bibliographies, Class Size
Seiman, Florence – 1993
Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL),…
Descriptors: Attendance Patterns, Bilingual Education Programs, Business Education, Career Awareness
