This article presents the development, rollout, and subsequent uptake of the Alberta Teachers of English as a Second Language (ATESL) document Best Practices for "Adult English as a Second Language (ESL)/Language Instruction for Newcomers to Canada (LINC) Programming" in the light of literature on teacher engagement with second-language…

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a…

This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English-dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature. (Contains 3 notes.)

In this personal narrative, I offer reflections about the process of conducting a cross-cultural, cross-linguistic research project with teachers of English in China. Lessons learned from this study address some of the hegemonic perspectives and assumptions that can be dysconsciously held by native English-speakers, the value of crossing borders…

Discusses the work of Stephen Krashen, examining his insights and discussing the views of his critics. (Author/VWL)

Presents an outline of the textual and the ethnomethodological approaches to the analysis of discourse processing in second language learning and discusses their major strengths and weaknesses. Looks at the implications for English as a second language research, theory, and practice. Suggests that classroom discourse analysis should be encouraged.…

An exploration of second language acquisition research's traditionally separate focus on learners or learning, covering the development-as-sequence model, the development-as-growth model, learning style, cognitive orientation, and affective orientation, argues that a "whole" approach to language teaching must consider both the structural nature of…

A review of the literature on lecture notetaking delineates research concerning learning from native-language (L1) lectures as a function of L1 notetaking, outlines accepted axioms of good notetaking, and suggests continued research to assess the utility of these axioms and to explore further second-language lecture information processing.…

Examines preliminary results of study investigating acquisition of sound system of English as a second language by 15 five-year-olds. Data collected over 10 months were grouped according to eight phonological processes in three categories: assimilation, substitution, and syllable structure changes. (SL)

Describes a study which examines "introducer forms" used by English as a second language learners to initiate picture descriptions. Results suggest that students receiving formal second language instruction process the input data in ways which are more "acquisition-like" and often not consistent with what the teacher intends…

Observational studies focusing on adult English-as-a-second-language (ESL) students' behavior and attitudes examined different learning styles and learning strategies and suggested the need for ESL teachers to be trained to better understand and develop sensitivity toward students' individual learning styles. (Author/CB)

Examines a number of adult English-as-a-Second-Language (ESL) grammar textbooks via an author-designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form-focused instruction (FFI). Concludes that although a few textbooks incorporate some of the research findings of CLT and…