The aim of this research was to design a blended in-service training program for developing technopedagogical skills (B-INSET for TPD) in teaching English. 12 lecturers in an intensive English language program at a state university formed the study group in the research. In the design-based research, the expectations of the administrators,…

The instructional programs educators design to help English Learner (EL) students work toward English proficiency look different in schools across the United States. This is due in part to the variety of approaches K-12 educators take to important questions such as: Should the program foster bilingualism or focus solely on English? Should ELs…

This program profile describes how teachers and administrators have collaborated in the design and implementation of a number of linguistic, cultural, and transmodal pedagogical and curricular initiatives. Strategies that writing teachers can implement to best meet the needs of multilingual students across a range of institutional contexts are…

This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and…

As one of the essential skills for success in work and studies, English communication is often made a key component in the GE curriculum of tertiary study programmes. In addition to the provision of required English proficiency courses, many tertiary institutions have established English centres of some description to promote English learning on…

Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's…

Using a liberatory discourse theoretical framework, this action research study investigated the experiences of students enrolled in basic skills English classes through a series of in-depth focus groups. The data were then analyzed in collaboration with students to draw conclusions. Student voices informed the data at every step of the inquiry…

A conference of 15 experts in English as a second language (ESL) from Indochinese programs across the country arrived at a consensus regarding the characteristics of an effective ESL program. Prior to ESL instruction, student needs must be addressed, including basic living needs, orientation in the native language, and seeking the collaboration of…

An English for Special Purposes (ESP) program, devised for students of the School of Environmental Design at the English Language Centre of King Abdul Aziz University, Jeddah, is described. The course is intended to be of direct relevance to students by developing their English language skills and giving them a basic professional vocabulary. A…

Relates the experience of the staff of an aquaculture outreach program in Northeast Thailand in implementing an English for special purposes program. By actively involving learners in both the needs analysis and program design, teachers were able to adapt the program content to the requirements of the students. (15 references) (JL)

The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making…

Content-based instruction, a communicative approach to language teaching, is defined as a curriculum (1) that is based on subject matter, (2) uses authentic materials, (3) promotes the learning of new information, and (4) considers specific student needs. The Spanish and Russian content-area programs at the Foreign Service Institute are described…

Discusses a program outline for French language instruction covering the first four years of study and five levels. The GLAFLL program (Graded Levels of Achievement in Foreign Language Learning), under study at the Education Center of Edinburgh, is based on the communicative competence approach and stresses student participation. (MES)

In response to the increasing proportion of foreign graduate students in master's programs for teachers of English as a second language (MATESL), students in the University of Northern Iowa's program were surveyed concerning the appropriateness of the programs' design. In in-depth interviews and on questionnaires, foreign graduate students were…

A brief review of what is known about teaching English as a Second Language (ESL) to adults focuses on four areas: characteristics and needs of adult English language learners; program design and instructional practices; ESL teacher preparation and staff development; and learner assessment and outcomes. Teachers are urged to let colleagues,…