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Attention to Form or Meaning? Error Treatment in the Bangalore Project.
Peer reviewed Peer reviewed
Beretta, Alan – TESOL Quarterly, 1989
Reports on an evaluation of the Bangalore/Madras Communicational Teaching Project (CTP), a content-based approach to language learning. Analysis of 21 lesson transcripts revealed a greater incidence of error treatment of content than linguistic error, consonant with the CTP focus on meaning rather than form. (26 references) (Author/CB)
Descriptors: Communicative Competence (Languages), English (Second Language), Error Analysis (Language), Language Proficiency
Preparing ESL and Bilingual Teachers for Changing Roles: Immersion for Teachers of LEP Children.
Peer reviewed Peer reviewed
Milk, Robert D. – TESOL Quarterly, 1990
Describes a teacher training course designed to meet the differing language proficiency needs of bilingual and English-as-a-Second-Language teachers, as well as the needs of teachers learning to implement content-based strategies for teaching language. (15 references) (GLR)
Descriptors: Bilingual Teachers, English (Second Language), Immersion Programs, Language Proficiency
Evaluation of an English as a Second Language Program for Southeast Asian Students.
Peer reviewed Peer reviewed
Weslander, Darrell; Stephany, Gene V. – TESOL Quarterly, 1983
An evaluation of a Des Moines program, in which the relationship of student background and program achievement was examined, is summarized. It was found that more instruction in English was beneficial in the first year of schooling, but had diminishing effects during the second and third years. Implications for similar programs are discussed. (MSE)
Descriptors: Achievement Rating, Elementary Secondary Education, English (Second Language), Immigrants