Discusses the differences between language-centered teaching and learning-centered teaching methods with reference to recent trends in language program and syllabus design and innovative proposals. Also considers the reasons for the adoption and influence of methods. (SL)

A language learning model based on cognitive developmental stages is proposed, and types of ESL learning activities corresponding to the model's levels are identified. Guidelines are proposed for developing an ESL curriculum congruent with the regular elementary school curriculum, and a process for setting up a program scope and sequence is…

Lexical phrases such as deictic locutions, phrasal constraints, sentence builders, and situational utterances are examined using categories from artificial intelligence. It is argued that these and other types of patterned speech should be carefully organized and given a greater place in English as a Second Language curricula than at present. (PMJ)

Needs assessment, identification of objectives, training and evaluation procedures of a Competency Based Education (CBE) system and minimum competencies are discussed. These are applied to second language instruction utilizing the Council of Europe's "Threshold Level" core from which statements may be developed and applied in a CBE learning…

Proposes a taxonomy for the many roles a second language learner must play in real-life interactions. Three types of roles are established and illustrated via dialogs: social, emotive, and maturational. Students practice these roles, and in doing so, acquire the grammatical structures of the target language. (Author/PJM)

Examines theoretical and practical deficiencies in how curricular objectives are selected for functional, competency based approaches to English as a second language instruction. Issues are illustrated through an analysis of the functional curricula of the United States Refugee Processing Centers. (Author/CB)

Describes a curriculum based on a notional-functional process used to assist advanced ESL students in handling real-life situations. Suggestions for central and spin-off topics include: goals setting, values clarification, the world of work, and apartment hunting. The course forces the authentic use of English and teaches several skills. (PMJ)

Discusses the evaluation of "survival texts" for immigrants in terms of the accuracy of the texts' portrayal of immigrants' reality and the extent to which they shape reality. Examples show that frequently the materials' content and communicative structure do not reflect authentic interaction and that they emphasize subservient social roles. (SED)

Describes a methodology for discovering how the communicative notion of temporal frequency is expressed in academic English. Almost 300 different linguistic devices are identified and described, along with the number of times they each occur in two large corpora of written academic English. (Author/LMO)

This paper traces the development of a function-based module, TELEFUN, produced to teach telephone English to Francophone public servants in Canada. Telephone discourse is analyzed, and a number of techniques, including Function Frames and Function Dials, are described. (CFM)

Describes an experimental course in communication offered to nonnative English-speaking pharmacists at the University of Maryland and reports the results of an evaluation of the course. The course was team-taught by a pharmacist specializing in communication for pharmacists and by an English-as-a-second-language specialist. (Author/SED)