This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…

Many students in US community colleges often speak a language other than English (LOTE) at home. They find it difficult to complete college requirements, and many drop out. Struggling with the acquisition of academic English and the content of their courses, they exhibit low academic confidence and are easily frustrated. In an attempt to raise…

Discusses basic models of the processes of translation, second language teaching and learning, and semantization. A judicious use of many procedures is urged, because translation is present in the semantization process regardless of method used. It is noted that considerable research is still needed. (AMH)

Argues for an integral role of contrastive analysis and translation in a foreign language teaching program. (AM)

Outlines comparative approach to translation as flexible method which consists of comparing literary works from the target language word for word with several competent translations. Uses concrete example from Spanish literature. (BK)

Literary training for translators becomes palatable and tangible when given in a single, three-semester-hour course, combining all languages and taught in English. The course explores literature synthetically, via translation, rather than analytically as in a more traditional literature course. (Author/MSE)

Examines various approaches to the teaching of word meanings in the second language classroom, including the use of translation, visual aids, and direct methods. (AM)

This article is a brief discussion of some exercises in guided translation and comparative analysis designed not only to increase students' competence in translation and knowledge of French but also to make them more attentive to their English. (CFM)

Four methods of teaching a second language are discussed: (1) traditional approach, involving a limited amount of study each day; (2) second language study followed by study of another subject in that language; (3) early immersion in the language in grades k-2; and (4) late immersion, where exclusive use follows traditional language study. (CK)

Presents an overview of the language teaching situation in Canada's universities, and makes suggestions for its improvement. (AM)

A comparison of the oral and written performance of college students of French as a second language taught by traditional methods and by use of tape recordings found that the written task was performed equally well by both groups but that the oral tasks were performed better by students taught with tapes. (Author/MSE)