Describes a method of writing instruction that not only helps students write successfully in the target language and leaves them willing to write again but also helps develop reading, listening, and speaking skills in the prewriting stages. (EKN)

Discusses ways to teach critical reading skills and writing production to adult learners of Spanish who already have a basic command of the essential grammatical structures, some aural comprehension and reading ability, and adequate capacity to communicate orally. Describes and provides examples of several sample exercises. (SED)

Discusses an approach to teaching second language composition which emphasizes (1) careful analysis of model texts from a limited, but well-defined perspective and (2) the application of text manipulation techniques developed by the word processing industry to student compositions. (EKN)

The dicto-comp, an exercise consisting of a passage to be read several times by the student and then reproduced, usually taps a student's ability to write dictation and composition. Here the emphasis is on composition rather than auditory memory expansion, with the idea that each dicto-comp has a specific teaching point to convey. (PJM)

Describes a letter exchange project which links university students with bilingual and English-as-a-Second-Language (ESL) students. Finds that letters are relevant and meaningful communication; provide strong motivation to write; and offer an emotional link with another individual who can serve as a role model of the target language. (MG)

It is proposed that through the use of whole language techniques, an English-as-a-Second-Language (ESL) teacher can incorporate holistic language situations into the ESL classroom and advance the student's acquisition of a second language. Whole language techniques such as spontaneous conversation, brainstorming with semantic maps, dialogue…

A technique for teaching English as a foreign language (EFL) that requires students to write relatively simple English in large volume has been successful in developing both language skills and self-confidence. Students rewrite stories to reflect situations and conditions different from those in the original telling; for example, by changing the…

An intermediate level course in a university French program, entitled "Problems in Language and Style," is intended to develop students' skills in reading, writing, and speaking French through extensive work in building vocabulary and idioms. After a thorough and methodical reading of one novel and one play, the students are expected to read most…

Steps required for developing a successful project class are described, beginning with an examination of how to use student writing projects with lower proficiency learners. A discussion of how projects can best be used as teaching and evaluation instruments in higher level classes is followed by examples of specific projects and styles. (Contains…

Reading, writing, speech assignments for special education classes, English as a second language and many other classroom projects can be taught through the involvement created by Readers Theatre. Readers Theatre is the presentation of dialogue-type material in play form. The actors hold the script as they move through it and a narrator's voice…

A study investigated the utility of computer-assisted English second language instruction for limited-English-proficient (LEP) secondary school students in a system in which there was no regular bilingual or compensatory education offered. As a result of a home language survey and followup oral language proficiency test, three LEP or…

A second grade teacher's use of storytelling to teach English language skills to both native speakers and learners of English as a second language (ESL) is described. The technique combines the concept of comprehensible input, the importance of stories and storytelling to children, and a commitment to teaching writing skills. Early in the day, all…

A discussion of the communicative approach in the second language classroom reasserts its value while highlighting some of the difficulties in implementing the approach: time constraints; difficulty in providing motivation for communication in the more formal language registers; potential imbalance in emphasis on oral and written communication…

A survey of students of English as a Second Language at the University of South Florida found most ranked listening and/or speaking skills as most important to learn, and reading and writing skills much lower. They also perceived the inverse to be true of teachers. The challenge is to create a curriculum that provides for listening and speaking…

A study of individual variability in second-language learners' performance in specific classroom tasks is presented as evidence that instruction in language for special purposes (LSP) has an important role to play. Subjects were 17 Singapore university students in a remedial English course; all had studied English since elementary school. The…