This book uncovers the important issues in language learning and teaching in the intelligent, digital era. "Social connectivity" is a contemporary style of learning and living. By engaging in the connectivity of physical and digital worlds, how essential parts of language learning and teaching can be achieved? How can the advanced…

Describes a project whose objectives are to bridge the gap between second language instruction and computer-assisted instruction, explore multimedia combinations, and stress productive language in language learning. (MSE)

Evaluates a multimedia instructional package for an introductory course in "survival" Japanese. The learning modules consist of dramatic video episodes of real-life situations in Japan, complemented by functional pattern drills and listening activities. Examines features, strengths, and weaknesses of the program. (MSE)

An inexpensive way to foster interactive, participatory learning in the language laboratory through communicative tasks is described. Problems with traditional approaches are discussed, and enthusiastic reactions from both students and teachers to the University of Maryland-College Park multimedia approach are reported. (39 references) (LB)

Discusses the preservation of learner autonomy in an era of increasingly pervasive technology and structured learning environments. Argues that the teacher must be wary of technologies and materials that remove learner choice, and must take advantage of environments in which independent learning can take place. (MSE)

Challenges language educators to use the computer wisely, as a tool for more effective learning of language, which is so crucial to the building of world-wide bridges of understanding in this age of economic interdependence and nuclear threat. (Author/SED)

An interactive, multimedia program designed to teach writing in Spanish as a second language is described and its instructional features are discussed. In it, students must interpret ambiguous scenes and communicative interactions in Spanish to create a fictional account. An oral component also requires students to speak the language. (MSE)

The features and advantages of self-directed, multimedia language instruction are discussed, and the role of the language teacher in this context is examined. It is argued that the teacher can continue to play a significant, if new, role in managing the learning process. (MSE)

The e-Lective Language Learning System is designed to promote language learning by incorporating target-language text and a variety of first- and second-language dictionary and learning-strategy supports into a multimedia CD-ROM design. Any text in electronic form can be imported into the system. It differs from conventional computer-assisted…

The book offers an international collection of best practices that address the particular interests and demands of English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) teaching at the secondary school level. It includes instructional activities that are created by ESL and EFL teachers and are classroom-tested and…

A Lehigh University project to develop interactive video materials for use in upper-level Russian language courses is reported. Russian film clips on laser disc are used to improve writing and speaking skills, stimulate students' critical thinking, and encourage students' collaborative learning. (Contains 23 references.) (Author/LB)

Commercially produced films and videotapes are recommended as effective tools for developing speaking, listening, and writing skills in English as a second language. It is suggested that their use with content-area instruction, where films and videotapes provide relevant schema background, makes language relevant and comprehensible. Practical…

The importance of incorporating aural comprehension activities in the second language classroom is discussed. In addition, both the theoretical models upon which the listening comprehension research is based and the operational definitions employed by the researchers are examined. It is suggested that research demonstrates the value of emphasizing…

Papers in this volume are: "The Origin, Grittner); "What We Can Learn from Those Who Avoid Us: Why Some Students Do Not Study Foreign Language" (Mary Ann Pederson); "Exploring Student Beliefs about Language Learning" (Christine M. Campbell, and others); "Whole Language and Foreign Language Proficiency: Natural…

Three principal factors that apply equally to language and content teachers are the focus on an integrated approach to teaching limited English proficient (LEP) students in grades 6 through 12. They are: (1) the use of multiple media; (2) the enhancement of students' thinking skills; and (3) student-centered organization of instruction. Strategies…