In this paper, I will report on the progress made in designing a curriculum for intensive language training, in which one-on-one instruction is combined with online exercises and drills to achieve an optimal blend of expertise and technology enhanced language learning. The Common European Framework of Reference (CEFR) has become a crucial tool for…

Guided by the principles of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design (ID) model, this creative instructional product presents a learning/teaching approach that is fundamentally constructivist. For the purposes of designing effective instruction in an academic preparation course, a…

The importance of a structured learning framework or interrelated frameworks is the cornerstone of a solid English as a foreign language (EFL) computer-assisted language learning (CALL) curriculum. While the benefits of CALL are widely promoted in the literature, there is often an endemic discord separating theory and practice. Oftentimes the…

There are cognitive, social, personal, and practical reasons for studying a second language, and the syllabus is shaped by these and the identity of the learners, general and specific course objectives, educational principles, course components, learner input, and student evaluation procedures. A dynamic syllabus addresses four language competence…

The theoretical teaching model described in this document provides a plan whereby a child entering the Bilingual School in kindergarten and remaining in school through sixth grade will have experienced seven years of bilingual instruction and will be able to receive 50% of his instruction in English and 50% in Spanish. This objective is based on…

This article discusses the development of English-as-a-Second-Language (ESL) curricula that are consistent across course levels. The article argues that to maintain consistency, teachers must cooperate to form an ongoing, systematic development of subskill-based course guidelines in the skill areas of speaking, listening, reading, writing, and…

A 3-year study on Japanese language instruction is reported. The project included the following: investigation of the feasibility of teaching high school and college second language students learning strategies for developing language proficiency; development of related instructional materials; and description of the impact of instruction on…

A comparison of the end-of-study versus months-to-years later levels of language proficiency of 49 students of Japanese at Cornell University, from both intensive and nonintensive programs, is reported. In addition to academic records and performance on the Japanese Proficiency Test, data obtained from a comprehensive background questionnaire…

A series of twelve books on language teaching, written over a period of ten years, is reviewed. The series' intent is to promote the practice of informed teaching to empower student teachers to act as autonomous agents and to make considered pedagogic choices, based on sound theoretical knowledge, according to their particular teaching/learning…

Negative influences on teaching practices and objectives in modern language programs, caused by certain final examination practices in Sweden, are pointed out and criticized in this paper. The needs of the Swedish student of languages are determined to be related to the use of language primarily as a means of everyday communication. The…

These 1992 and 1993 high school and college resource guides are products of a 3-year study of reading instruction for students of the Japanese language. The larger study investigated the usefulness of teaching specific reading strategies, and development of appropriate materials for teaching them. These volumes, intended as a resource for…

Representative programs and new approaches to foreign language education in the elementary school (grades K-8) are identified. Included is a review of foreign languages in emerging adolescent education, or programs for students in grades 5-8 or 6-8 that are housed in a middle or junior high school. A discussion is presented of major curriculum…

Problems attributed to dual language learning in early childhood have been exaggerated and may be the result of a failure to control significant research variables. The relationship between a child's acquisition of a language and his ability to think must be better understood for closer investigation of the effects of dual language learning.…

A Hong Kong college instructor in English for academic purposes (EAP) describes the process of revising an instructional module designed for students involved in the building trades. The three-step curriculum development process included (1) personal reflection and solicitation of student perceptions; (2) need analysis and development of a new…