Provides information on planning an English as a Second Language curriculum, compatible with existing language policy in various countries. Four categories are discussed: (1) English as a Second Language, (2) English as a Foreign Language, (3) English as an Additional Language, and (4) English as a Language of Wider Communication. (Author/PJM)

In-depth analysis of topic distribution, utterance functions, and structural and lexical elements in a doctor-patient interaction revealed significant differences between authentic discourse and English-as-a-Second-Language text discourse, suggesting a need for better collection of more authentic data, for a distributional analysis of…

A questionnaire was distributed to faculty members to determine which of the four basic language skills (reading, writing, listening, speaking) were most essential to nonnative speaker success in university classes. The receptive skills of reading and listening were ranked first. Implications for teaching and curriculum development are given.…

Paper presented in March 1971, at the TESOL Convention in New Orleans, La. (VM)

Principles and techniques important in the integration of real communication skills and practice in classroom activities within a student-centered curriculum are outlined and discussed. The need for a classroom environment promoting real communication is stressed, and materials design principles are noted. The role of explicit grammar instruction…

Discusses a participatory-education framework for an immigrant women's English as a Second or Other Language class in Washington, DC. Describes how the participatory curriculum developed for a class of 17 working-class Latina women started to change the lives of these women. (Author/VWL)

Needs assessment, identification of objectives, training and evaluation procedures of a Competency Based Education (CBE) system and minimum competencies are discussed. These are applied to second language instruction utilizing the Council of Europe's "Threshold Level" core from which statements may be developed and applied in a CBE learning…

Examines theoretical and practical deficiencies in how curricular objectives are selected for functional, competency based approaches to English as a second language instruction. Issues are illustrated through an analysis of the functional curricula of the United States Refugee Processing Centers. (Author/CB)

It is argued that the frequent model shifts in the field of second- and foreign-language teaching have not resulted in significant progress in language teaching. Advocates of the new task-based syllabus must demonstrate its greater effectiveness over more conventional approaches. (Contains 84 references.) (Author/LB)

Examines the focus of current English language programs for immigrants to Australia. It is noted that the most sweeping policy and curriculum changes were those emerging in the early 1990s and that a major element, in addition to a changed funding base and focus on migration settlement only, was the introduction of accredited competency-based…

Describes the National Curriculum Project, an effort in curriculum renewal set up within the Australian Adult Migrant Education Program. The rationale for and the effectiveness of a collaborative approach between teachers and curriculum specialists in school-based English-as-a-Second-Language curriculum development are discussed. Project…

A language learning model based on cognitive developmental stages is proposed, and types of ESL learning activities corresponding to the model's levels are identified. Guidelines are proposed for developing an ESL curriculum congruent with the regular elementary school curriculum, and a process for setting up a program scope and sequence is…

Explores how the Learning Together form of cooperative learning influenced opportunities for acquiring academic English by second-language learners in a sixth-grade social studies classroom. Findings suggest that program developers must provide for context effect and teachers require a broad understanding of academic language. (59 references)…

Describes a workshop designed to raise teachers' awareness of potential obstacles to student comprehension of test questions. The article presents the practical problems among the staff that created the workshop, describes the workshop, and presents its limitations and advantages as well as broader implications for issues such as curriculum…

It is argued that acculturation, anomie, social distance, and perceived social distance rather than biological factors define a critical period independent of the age of the learner for second language acquisition. Suggestions for planning instructional strategies and selecting materials based on this hypothesis are given. (PMJ)