Seeks to prove that the parameter setting model (PSM) of Chomsky's Universal Grammar theory contains an internal contradiction when it is seriously taken to model the internal state of language learners. (six references) (JL)

The ideal learning atmosphere in a Spanish-English Bilingual/Bicultural classroom provides for the learner two models with which to identify, a Spanish speaker and an English speaker, each of which reflects ethnic characteristics associated with the language. (Author)

Examines five cognitive models for second-language acquisition (SLA) and assesses how each might account for the Pidginized interlanguage found in the early stages of second-language acquisition. (23 references) (JL)

A common problem in adult second-language learning, the disparity between child and adult second-language learning referred to as the Adult Language Learning Paradox, is examined within the Parallel Distributed Processing model framework. (24 references) (JL)

Two comments are included on Vivian Cook's article "Going Beyond the Native Speaker in Language Teaching," which draws attention to the issue of the emphasis on the native speaker model in language teaching. Cook responds to these comments. (Author/VWL)

Argues that it is time to begin integrating models of second-language (L2) research, to test and develop integrated models for L2 data, and to develop integrated explanatory theories to explain these data. (22 references) (JL)

Nonnative and native speakers of a language vary in their knowledge and control of the elements of communicative competence. This article introduces an interpretation of Coseriu's neo-Saussurean model that takes into account universal, language-specific, and culture-specific factors and illuminates the teacher's task. (45 references) (Author/LB)

Challenges the assumption that a student's attempts at writing in another language are a product of his primary language background and that a student's native cultural and linguistic background will be limiting. Also challenges the pedagogical implications of this perspective, which views students, particularly those from Asia, as fixed by their…

Critiques a previously published article about the automatization of fluency within a communicative framework, and questions aspects of language learning principles cited by the authors. In response, the authors define automaticity and creativity and discuss other issues to clarify their principles. (CB)

Reviews the theoretical foundations of current-second language acquisition models. Draws upon this research as well as upon various studies of memory and verbal-input processing to present a theoretical model of adult second language comprehension. Discusses the implications of comprehension theory for second-language teaching. (Author/SED)

Describes the development and organization of the Colt (Communicative Orientation of Language Teaching) observation scheme and Lyster and Ranta's (1997) error treatment model, instruments including predetermined categories to describe features of instructional input and interaction in second language classrooms. Concludes that the choice of…

A critique of a previously published article about artificial intelligence-based models for English-as-a-Second-Language instruction points out the author's failure to distinguish clearly between expert systems and connectionist models. In response, the author attempts to clarify his understanding of the usefulness of the models. (CB)

In a discussion of the limitations of reading tests to assess literacy, Street's "autonomous model of literacy" is critiqued and an alternative approach, described as a pragmatic model, is proposed. The alternative approach reflects the social dimension of literacy activities and views reading and writing as inseparable. (32 references) (Author/LB)

Suggests a more specific-purpose instructional model for English as a second language that is based on a quantitative and qualitative discourse analysis of videotapes of native and non-native speaking teaching assistants. (Author/CB)

The Cognitive Academic Language Learning Approach (CALLA) provides transitional instruction for upper elementary and secondary students (at intermediate and advanced levels of English as a second language) through three components: a curriculum correlated with mainstream content subjects; academic language development activities; and learning…