Across curricular terrains in education in North America, the use of the term "inquiry" has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemporary curriculum in K-12 L2 settings. This…

This longitudinal study examined whether and to what extent the production of voice onset time (VOT) for /p/, /t/, and /k/ in English was improved in second language (L2) learners by enrolment in a content-based instruction (CBI) program at a Japanese university. Measures of VOTs were elicited at the beginning, middle, and end of the academic year…

Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has been in French Immersion, so little is known about the teaching practices within them. Immersion pedagogy,…

In this study, we explore how Aboriginal multilingual speakers use technology-enhanced environments, specifically Facebook, for their translanguaging practices. Using data collected from Facebook posts written by seven Aboriginal youth over a period of 18 months, we investigate how the participants move between Aboriginal English (AE) and Standard…

Discusses the suitability of functional syllabuses as a basis for general course design, and means whereby functionally oriented materials may be integrated within existing language programs. (Author/AM)

A 20-item questionnaire for language teachers concerning language philosophy and pedagogy, lesson content, and interaction with students and colleagues. (Author/RM)

Describes an innovative program that systematically exposes second-language learners to the phonetic elements of French, including prosodic features of the language. The first half of the 12 one-hour lessons introduces active listening exercises, delaying oral production until lesson seven. The program's goals and instructional units are included.…

A model is presented to aid language teachers in organizing a work unit from any one of a variety of textbooks to accomodate large- and small-group instruction. (Author/PP)

A study of the feminization of personal titles in French is reported, and teaching materials based on the findings are suggested for use in college-level intermediate or advanced language classes. The objective is to help language learners understand the phenomenon of feminization and its practical implications. (Author/MSE)

Presents a multidimensional teaching module, based on a communicative-experiential syllabus, that can be adapted to address the specific ages, needs, and interests of students. The article emphasizes that the key to creating a successful multidimensional module is the selection of an appropriate topic. (15 references) (CK)

Proposes a model for second language educators who are seeking a more communicative approach to second language instruction. A process for selection and ordering of content is outlined, and factors rendering an activity more communicative are discussed. (Author/MSE)

Some aspects of planning second language programs along communicative lines are examined, and a framework for planning communicative classroom activities is described. The problem of determining whether to start planning with methodology and materials or overall curriculum design is discussed at length. A practical solution, a teacher's handbook…

Four questions concerning the communicative approach are addressed: (1) What are its theoretical foundations? (2) How does the new approach force teachers to reexamine the stated goal of helping learners communicate? (3) How does it modify teaching methods? (4) What are the implications of adopting a European teaching model? (MSE)