Jessica Wu is Research and Development Program Director at the Language Training and Testing Center (LTTC) in Taipei, Taiwan. Jessica has been deeply involved in the development and validation of the General English Proficiency Test (GEPT) in addition to a number of other foreign language testing programs. Her research focuses on speaking…

This commentary discusses Westergaard's (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard's property-by-property transfer proposal. The commentary…

The moral foreign language effect has been investigated with increased interest with both evidence for as well as against it being demonstrated. In a recent publication, Bialek and Fugelsang (in press) critically evaluated our previous publication (Cavar and Tytus, 2017) aiming to establish boundaries of this effect. In the current reply, we…

Posits that a child's success in acquiring English may depend to a large degree on his or her proficiency in the heritage language. (CB)

This article answers some frequently asked questions about bilingual education. Suggests that a large percentage of the public is unaware of the benefits of bilingual education. (Author/VWL)

For teachers of English as a Second Language, there are two tools that must be kept honed to maintain professionalism: (1) the quality of skills in the language being taught, even for native speakers, and (2) willingness to learn or improve skills in other languages. Both can be important in providing a high-quality learning experience for others.…

Outlines the history of multilingual policies in American education, citing cases in the 19th century where children were taught in their native languages. Also discusses court cases that have had an effect on present bilingual education legislation. Calls for a consistent language policy in American schools. (Author/GC)

Responds to Dunn's paper on Hispanic-Anglo differences in IQ scores. Argues that vocabulary use influences ethnic group IQ scores, that mainland Hispanic-American vocabulary scores decline after school entrance, and that native language proficiency achieved in a true bilingual program facilitates acquisition of English language skills. Contains 34…

Presents and evaluates the arguments and research evidence for and against mother tongue (MT) use in bilingual classrooms. The article endorses the claim that MT use bolsters second- language development, cognitive development, and content learning. Bourke's response focuses on arguments for and against MT use, recent research on MT use, and…

Two considerations are brought to bear on the reading approach presented here. First, because the major focus in a teaching method designed for use with bilingual education students is to increase both language facility and reading ability, the approach is designed to provide the student with the opportunity to read, use, and listen to a standard…

Defines United States bilingual education, why it is needed along with bicultural education, its advantages, why the Supreme Court did not require it, why it does not hinder English proficiency, the distinction between language grouping and segregation, why the research is inconclusive, and why Quebec's problems will not be encountered here. (LC)