A course (Learning a Second Language) is described that focuses on the experience of learning a second language: the communicative approach that led to learner-centered practices; course materials, objectives, and content; a learning guide to help students organize self-teaching activities; and learner reactions to the course. (23 references)…

Seeks to trace the main lines of the history of the case for awareness of language or knowledge about language in the curriculum. Suggests there is an urgent need for all strands of work in language awareness and knowledge about language, and different approaches of teachers of English and foreign languages, to be coordinated and rigorously…

Examines whether more attention needs to be paid to listening as a necessary skill in the diagnosing and preparation of foreign language students and whether listening skill is a good predictor of language achievement. (GLR)

This article discusses the use and value of text reconstruction (TR) programs in second-language instruction. TR involves the complete, on-screen replacement of a short text by dashes, with the learner restoring the original text by typing in missing letters and words. TR may assist learners gain language competence as part of a sequence of…

Discusses the need for second-language students to be given opportunities to use the foreign language in settings that closely approximate actual communicative situations and offers ideas on how teachers can provide such opportunities. (one reference) (GLR)

Reviews the development of the language immersion method to teach French in Canada in 1965, and discusses the spread of its use to other countries and other languages. The definition of "immersion" is briefly reviewed, and its efficacy is discussed. Finally, possible reasons for the method's success are examined. (12 references) (JL)

The potential of various instructional strategies for promoting second-language acquisition among child second-language (L2) learners is considered in relation to empirical findings in early French immersion programs. Several principles are proposed concerning code-focused L2 instruction in a communicatively oriented school-based acquisition…

Some practical suggestions for using Computer-Assisted Language Learning (CALL) are presented to help teachers overcome difficulties with jargon and logistics. They cover selecting hardware, obtaining software (commercial and authoring), organizing resources, training, and implementation. (17 references) (LB)

Presents two-role scenarios involving persons with conflicting needs or interests to enhance foreign language students' strategic intervention language skills in realistic situations. The scenarios not only encourage students to think through strategies to resolve a problem or conflict but also use their language skills to communicate effectively…

Notes that an earlier article in this journal introduced the process of building fluency in a language such as German by having students work through a set of procedures that touch on all communication skills. Shows how students can move from these beginning experiences to establish further control over the language. (RS)

Describes two major theories about how a second language is learned, and presents implications for ESL-literacy learning along with exemplative classroom scenarios. Gives a summary of important points for teachers. (SR)

The issue of implicit-versus-explicit grammar instruction in second-language-acquisition study has produced the unwanted side-effect of dividing the language learning profession into two camps. This article reviews the depth of this schism by investigating the implicit-versus-explicit division as it exists in both theory and in the German language…

Describes total physical response storytelling, which provides the critical vehicle--storytelling--for utilizing and expanding vocabulary. High-interest stories contextualize the vocabulary, enabling students to hear and see a story and then to act out, revise, and rewrite. A brief outline of the sequence of steps for using TPR storytelling in…

Three educators share their experiences of implementing successful strategies for teaching English to refugees. (Author/VWL)

Presenting four types of evidence, this article argues that grammatical competence should not be a subcomponent of communicative competence in second-language instruction, but have a separate status. Focuses on the critical role of grammatical competence in the overall development of target-language proficiency. (Author/VWL)