Looks at the question of how culture is understood in the Teaching English as a Second/Other-Language (TESOL) profession. Examines the perspectives toward culture implicitly or explicitly expressed in recent "TESOL Quarterly" articles, and concludes that different views of culture exist in the field. (Author/VWL)

Paper presented at the 1972 TESOL Convention in Washington, D.C. (DD)

Spanish and English versions of a values assessment instrument were administered to a group of second language students of junior and senior high school age in an attempt to provide current, site-specific information for use by an educational program in a multi-cultural/multilingual environment. (Author/RM)

Continues the discussion of critical approaches to culture through comments on an earlier article by Kubota (v33 n1 Spr 1999). Raises questions about Kubota's discussion of the need for critical multiculturalism, and Kubota responds. (Author/VWL)

Knowledge of a language requires more than mastery of grammar; effective communication includes social and cultural aspects of language use, such as speaking volume and intonation, conventions of politeness, and set social formulas. The language teacher must be aware of these rules to convey them to students. (CHK)

Paper presented at the 1972 TESOL Convention in Washington, D.C. (VM)

Paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. (VM)

Discusses the question of how English-language learners (ELLs) experience writing by probing the effects of researcher positionalities on inquiry practices. Explores positionality through experiences with the discourse of contrastive rhetoric. (Author/VWL)

Reacts to Ruth Spack's commentary "The Rhetorical Construction of Multilingual Students." Each reaction is followed by a response from the author. (Author/VWL)

The problems of teaching English literature to Puerto Rican students because of cultural differences are discussed and suggestions for overcoming these problems are given. (CFM)

Comparison of the attitudes of Japanese and American high school students toward rote learning and more "creative" learning and their performance on rote learning tasks revealed that Japanese students viewed rote learning more positively than Americans and performed significantly better on rote-based second-language word recall and…

The author examines some statistics which indicate entire classrooms of Indian students at the junior high school level are reading at the second or third grade level, and are graduated from high school with perhaps intermediate grade reading ability. Various surveys seem to have established that children are able to achieve at grade level through…

The author reviews some of the research which he has conducted on the role of the parent in the language-learning situation. While most of this research has not dealt with English as a second language, it is suggested that the observed phenomenon is as relevant to the ESL program as to any other second-language situation. The author summarizes his…

Presents the results of a questionnaire (in appendix) that asked 1,388 students to identify their perceptual learning style preferences. Analyses of the questionnaires indicated that nonnative speakers' learning style preferences often differ significantly from those of native speakers. Many variables are related to differences in learning styles…

This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)