In this paper, we investigate whether trainee teachers' practices, with respect to multimodal feedback, differ from current research, and to what extent it may affect students' language development. More specifically, the goal of the present study is threefold: (1) it observes how trainee teachers responded, whether synchronously, asynchronously,…

Current research describes multimodal pedagogical communication of two populations of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the university Lumiere-Lyon 2, France) and experienced teachers based in different locations (France, Spain and Finland). They all taught…

Teaching approaches for adult English as second language students with little previous formal education or native language literacy cannot rely on the traditional written materials. For students who cannot be reached through the written word, approaches must be devised that engage other channels of perceptions. Classroom activities are suggested…

A study was conducted to determine if students who depend on an analytical cognitive style will learn more when matched with a step-by-step treatment, and whether students who depend on a holistic cognitive style will learn more when matched with an all-at-once treatment. To test these hypotheses, scores on the Wechsler Verbal Similarities Test…

The need for cognitive style mapping and student grouping in order to enhance learning and retention in foreign language instruction is examined. The four components of classical audio-lingual language instruction, listening, speaking, reading, and writing, are discussed. Different learning modalities are considered, including visual, auditory,…

Aboriginal learning contexts are nonformal and are divided into 15 learning style characteristics (such as present-time orientation, authority, personal independence, and right to know) and 5 rules of interpersonal communication (right to speak, absence of interpersonal debate, avoidance of speaking roughly, avoidance of verbal confrontation, and…

The relationship between teaching English to speakers of other languages and bilingual education is explored through three dimensions in language education: participants, channels, and codes. Language barriers to education can be found in each of these. As student participants become more numerous and more linguistically diverse, the educational…