In the past two decades, new research on multilingualism has changed our understanding of the consequences of learning and using two or more languages for cognition, for the brain, and for success and well-being across the entire lifespan. Far from the stereotype that exposure to multiple languages in infancy complicates language and cognitive…

The present investigation explores and presents a theoretical model of instruction--applied literacy in second language education (ALL2E)--and suggests a contemporary view of the roles of grammar and formal evaluation within literature-based second language (L2) classrooms. Essentially, this article addresses the question "How can instruction and…

Analyzes data from oral interviews with child learners of Japanese as a second language. Findings indicate that: tasks sensitive to students' understanding of critical syntactic structures and manageable for their cognitive level were effective; high-level students tried to produce more Japanese with more complexity; and phrase particle use was…

Successful immersion and content-based foreign-language programs always focus on subject matter rather than on grammatical and lexical elements of language. Art is only one of several kinds of intelligence and subject areas that can increase the potential for success among students with varying ability levels. (CB)

A technique using verbal analysis of photographs for the controlled syntactic manipulation of material suggested by the picture is described. This activity develops thinking skills, language skills, and cultural awareness. (PMJ)

An investigation of selected research projects which focus on intellectual development is presented. The treatment begins with a description of psychological-oriented studies and illustrates the many ways in which studying a second language in school settings contributes to the cognitive development of the learner. (Author/RM)

Reconceptualizes a cognitive apprenticeship method to provide foreign language teachers in charge of beginning language levels with the knowledge necessary to acquire the strategies of reciprocal teaching. The article gives teachers an example of a set of lesson plans that embeds the teaching of prerequisite declarative and procedural knowledge…

Discusses a questionnaire designed to measure parents' perceptions of their child's developmental and academic histories, classroom learning characteristics, and previous foreign language learning. Results suggest parents' perceptions may provide helpful screening information to foreign language teachers. (51 references) (Author/CK)

Considers practical and theoretical issues in the integration of the arts in the foreign language curriculum to address both cognitive and affective variables, as well as improve students' awareness of civilization, instill appreciation of cultural differences, and develop creative and critical thinking skills. (23 references) (CB)

Paper delivered at the 1972 ACTFL/SCOLT Joint Annual Meeting in Atlanta, Georgia, November 25, 1972. (RS)

Fusion of cognitive and affective variables of the learning process through integration of the arts into foreign-language programs will require staff development and teacher training to help teachers discover and expand their roles in transmitting heritage, teaching methodology, demonstrating language concepts, and explaining cultural factors. (CB)