A group of English as a Second Language (ESL) teachers share tips on how to incorporate the latest ESL techniques into teaching strategies to reinforce what children are learning in ESL and to enrich school for all students. (MT)

Discusses a general strategy for helping students acquire vocabulary, specifically how to master the vocabulary problem of "ser" and "estar." This is done by showing students, in interesting and recognizable ways, that English is sensitive to many of the same semantic differences of "ser" and "estar." (SED)

Discusses how current applied and sociolinguistic research and theory, which reveals the naturalness of language variation and productive aspects of error-making, seriously challenges traditional second language learning practices and postulates. (EKN)

Examines teacher-student questioning exchanges and finds that students are rarely given sufficient time to formulate their answers before the teacher repeats, rephrases, or goes on to another student. Discusses some reasons for this behavior and suggests ways of making question asking and answering a more valuable learning experience in the second…

The author relates the difficulties and rewards to herself and to her class of having a non-English-speaking student as a member of their group. (MB)

Presents a system for teaching the Italian future tense by tracing its development from the Latin vulgar use of infinitive plus "avere" to indicate futurity. (AM)

Composition requires intellectual and logical skills of organization as well as linguistic and grammatical skills. There is no reason to wait until students are proficient in English before introducing composition. This paper outlines a low-level ESL composition program effective when coordinated with grammar instruction. Sample exercises are…

Revised version of a paper read at the Leadership Seminar sponsored by the Ontario Ministry of Education, August 1973, Brock University, Ontario, Canada. (RL)

Discusses new understanding of the nature of language and of the importance of training teachers in the use of materials and equipment which have developed from this understanding. Language is basically patterns of sound, constantly changing in time, place and situation; patterns of sound appropriate to patterned social behaviour. (RB)

Envisages the environment as that which surrounds, conditions, opposes, and allows one to understand, identify, and attain a series of objectives. The relationship of this understanding of environment to second language learning is explored, with particular emphasis on recent methodologies that see language as a culture's mode of expression. (AMH)