Reviews research and empirical evidence to refute three first language acquisition myths: (1) comprehension precedes production; (2) children acquire language in a systematic, rule-governed way; and (3) the impetus behind first language acquisition is communicative need. (Author/CB)

Discusses the teaching of oral communication skills in programs of English as a Second Language. Speaking and listening are discussed because major skill areas, pronunciation is presented as a subset of both speaking and listening development. (114 references) (GLR)

Reports on the progress being made in an attempt to establish a second language acquisition index of development that would gauge a learner's second language proficiency. A project was undertaken involving the analysis of 212 compositions written by university students of English as a second language. (CFM)

Explores the requirements for a general theory of second language learning that accounts both for the fact that people can learn more than one language and for the generalizable individual differences that occur in such learning, and considers the formalization and testing of such a theoretical model. (Author/CB)

The ability of two groups of different language proficiency to make appropriate grammatical judgments and correct sentences was analyzed. With increased proficiency, students moved from a general grammatical ability to an ability to identify and correct details. Results are discussed in terms of concepts of implicit/explicit knowledge and…

A six-month observational study of Southeast Asian children (N=4) as they wrote and revised various pieces in English (their second language) revealed that the subjects developed three areas of writing skill: a sense of audience, a sense of voice, and a sense of power in language. (Author/CB)

This study describes and analyzes differences in student output across ethnicity and gender in a mixed monolingual English and bilingual Spanish/English class in order to understand how second-language oral skills are developed in a mixed classroom. Participant observation, informal interviews, and audiotaped classroom and tutorial interaction…

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…

A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms. (Author/CB)

Four approaches to adult English-as-a-Second-Language (ESL) staff development are described: transmission of key teaching skills; state initiatives for reflective teaching; regional staff development through mentoring and partnership; and academic preparation programs. (Contains three references.) (LB)

Results of a study of Egyptian (N=44) English-as-a-Second-Language students trying to qualify for professional training programs in the United States found evidence of the importance of background knowledge in reading comprehension. Results suggest the importance of content schemata in developing reading skills. (Author/VWL)

Argues that teachers of English as a Second Language should be cautious in using critical thinking pedagogies in the classroom. Notes that critical thinking is a social practice attracting criticism for being exclusive and that skills related to critical thinking are culturally based and do not seem to transfer beyond a narrow instructional…

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

Paper presented to the staff of the English Language Branch--Defense Language Institute, Lockland Air Force Base, Lockland, Texas, 1973. (HW)