Older people who must learn a second language and adjust to a new culture may be benefically taught by using proverbs. This technique may help to break down barriers by expressing the same idea in the native and target languages and is suited to the less formally educated student. (SW)

Methods for applying individualization in marking work are presented, and include an explanation of the differentiation between marking and correcting, the meaning of focus, and a discussion of the purpose of the initial conference, as well as other aspects of individualization. (HP)

A comprehensive study on error analysis was conducted to categorize problematic areas for French-speaking learners of English. "Faux amis" seemed to have been the cause of about 50 percent of the errors analyzed under lexis. Noun, adjective, and verb errors are illustrated. (SW)

Speakers of many Oriental languages find it difficult to distinguish systematically between the /l/ and /r/ phonemes. Due to the importance of recognizing these contrasts in English, the teaching of these phonemes should be one of the foremost elements in teaching English as a second language to Asian students. (CFM)

Reports on a research study designed to find out more about the successful second language learner. By means of interviews, a list of the learning strategies of good language students was developed. (PMP)

The Lozanov method, a foreign language teaching method that combines yoga, the Mauger direct method, and traditional teaching methods, is discussed briefly. (Author/HP)

This annotated bibliography consists of eleven recent texts in psycholinguistics that the English as a second language (ESL) teacher who is not a specialist in the field may find relevant. (CFM)

An increase in the number of immigrants arriving in British Columbia and the change in the source countries has affected the schools, particularly in the 1970's. There has been rapid growth in the number of English as a second language (ESL) classes. Developments in ESL programs are outlined. (SW)

The Silent Way emphasizes knowing the student and supporting the development of his self-awareness as a learner. Silence serves two purposes. The student learns to sharpen his listening skills because the instructor gives the model once. Silence eliminates interference so that short-term memory of an utterance is not destroyed. (CFM)

Discusses the assumptions underlying content-area reading instruction for native speakers of English, which also apply to students of English as a second language. This includes the need for providing guidance for students acquiring the concepts inherent in the content. (Author/HP)

A system of grouping children by language ability was adopted by English as a second language teachers at an elementary school in Vancouver. Advantages of the level system are discussed. (SW)

ESL (English as a Second Language) teachers should aim at teaching communicative competence. Inviting native speakers is a way to stimulate conversation. Cue cards and rubber stamp pictures are useful overhead projector is a versatile and dynamic aid. (CFM)

Assesses the status of English as a second language teaching in Canada. Focuses on a broad discussion of four areas; programs, cultural adjustment, research and experimentation, and professionalism. (PMP)

A language teaching record scheme that is intended to describe second language teaching as it occurs in a variety of teaching settings without reference to global methods is presented. (Author/HP)

Discusses several English as a second language programs held at the students' job site, in particular the Tip Top Project in Toronto. Other projects in Toronto are discussed as well as similar programs in the United States, England, and Sweden. (CFM)