In this study, we explored how major theoretical principles and concepts in the mediation strategies of Vygotsky's sociocultural theory are realized in an Arabic-Hebrew preschool in Israel. The aim of this study was to examine how teachers encourage children to use their second language (L2) during teacher-child conversations. In particular, as a…

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data…

Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader…

In line with situated learning perspectives, this article explores the notion of learners' access to participation in social practices. While agreeing with the premise that access to participation in communities of practice is foundational for learning, we problematize simplistic notions of access by investigating how it is sometimes sought after,…

This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese…

This qualitative study followed two graduates from a master of arts in the teaching of languages program, who had taught for at least 3 years, into their domain of work in public school teaching. The study was carried out to better understand the day-to-day work, challenges, and social and interactive contexts in which language teachers engage. It…

This paper describes a combining arrangement in which language learners work in teams and are forced to communicate with each other to obtain correct information to complete certain work. Active participation helps develop language and communication skills. Several variations on the technique are described. (CHK)

Various aspects of writing style are discussed to propose concrete methods for improving students' performance. Topics covered include the relationship between syntactic and cognitive complexity and classroom techniques and the reformulation technique as applied to student writing samples. (Contains 20 references.) (LB)

A brief history of foreign language study in the U.S. is given and several popular language teaching theories described. Emphasizing the importance of learning communicative skills in the foreign language, various procedures for stimulating communication in the classroom are suggested. (CHK)

Based on current second-language acquisition theory and research, it is proposed that curriculum planning and teaching activities be guided by three issues: supplying students with optimum comprehensible input; providing interaction in real communicative contexts; and increasing motivation to seek additional input and interactive opportunities.…

Examines the effects of video on cultural knowledge at the intermediate level. Intermediate-level French students viewed eight videos. Pretest/posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. (Author/VWL)

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

Preparation of this article was supported by a U. S. Office of Education Fellowship. (DS)

Discusses the apparent opposition between the concepts of language learning and language acquisition in the context of adult second-language study. Proposes that these two concepts are mutually supportive, not mutually exclusive. Demonstrates how the implications of learning vs. acquisition can be integrated into a communicative…

A study investigated, within a cognitive attentional framework, whether amount (single/multiple) and type (teacher-centered/learner-centered) of exposure to the same morphological information had positive effects on first-semester adult learners' second language development of morphological forms, and whether there is any differential performance…