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| TESOL Quarterly | 3 |
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| Collins, Laura | 1 |
| Cummins, Jim | 1 |
| Halter, Randall H. | 1 |
| Lightbown, Patsy M. | 1 |
| Long, Michael H. | 1 |
| Spada, Nina | 1 |
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| Journal Articles | 3 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
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| Canada | 1 |
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Peer reviewedLong, Michael H. – TESOL Quarterly, 1983
A review of research finds considerable evidence that second language instruction is beneficial (1) for children as well as adults; (2) for beginning, intermediate, and advanced students; (3) on integrative as well as discrete-point tests, and (4) in acquisition-rich as well as acquisition-poor environments. Implications for theory and instruction…
Descriptors: Learning Experience, Learning Theories, Literature Reviews, Outcomes of Education
Peer reviewedCummins, Jim – TESOL Quarterly, 1980
It is argued that cognitive/academic language proficiencies in first and second languages are interdependent and empirically distinguishable from interpersonal communication skills. This analysis is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning. (PMJ)
Descriptors: Age, Bilingual Education, Cognitive Processes, Communication Skills
Peer reviewedCollins, Laura; Halter, Randall H.; Lightbown, Patsy M.; Spada, Nina – TESOL Quarterly, 1999
Reports the results of research investigating the effectiveness of three types of English-as-Second-Language (ESL) programs in Quebec. Equivalent ESL curricula were taught over the regular 10-month school year in "distributed" programs, over a 5-month period in "massed" programs, and over a 5-month period along with…
Descriptors: English (Second Language), Extracurricular Activities, Foreign Countries, Grade 6
