Presents Hilder's view of Bell's article on the relationship between first and second language literacy and follows up with Bell's response. Hilder examines the implications of Bell's article for classes in English for academic purposes and draws on other literature for pedagogical direction. The author elaborates on Hilder's comments on the…

Discusses five components of an English-as-a-Foreign-Language communicative language teaching (CLT) curriculum. These include language arts, teaching language for a purpose, learning English for personal use, theater arts, and preparing learners for the world beyond the classroom. Suggests the essence of CLT is the engagement of learners in…

Advocates the use of stylistics for teaching English-as-a-Foreign-Language at the tertiary level. Describes stylistics, discusses discourse conventions and grammatical structure, and examines stylistic analysis of a Shakespearian sonnet and a poem. (Author/VWL)

Describes the Japanese program at Mimosa Elementary School in Roswell, Georgia. The success of the program has been aided by collaborative team teaching, a spiraled curriculum, creative teaching methods, Teacher -made materials, and communication among teachers, parents, and administrators. he challenges are also discussed. (Author/VWL)

Outlines three principles that can guide teachers in planning for explicit vocabulary instruction. Describes a vocabulary immersion approach--Word Wall--which provides teachers with a versatile mechanism for promoting vocabulary growth in their classrooms. Gives an account of the adaptations made to the original approach to meet the needs of…

Discusses how Krzysztof Kieslowski's film "Bleu" (1993), with its varied representation and thematization, offered a rewarding teaching experience that led somewhere unexpected and taught both the teacher and the students something about teaching. (Author/VWL)

Investigates the relative effect of two types of explicit grammar instruction on learners' ability to interpret and produce sentences containing the French causative. Indicates processing instruction is as effective as traditional instruction in enabling learners to interpret the French causative; traditional instruction is more effective in…

Argues that the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. Suggests that it is time to replace CLT as the central paradigm in language teaching with a context approach. Concludes by outlining features of the context…

Responds to an earlier article that argues that the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. Suggests that it is time to replace CLT as the central paradigm in language teaching with a context approach. (Author/VWL)

Responds to comments made by Jeremy Harmer about an earlier article written by the author that argued the dominance of communicative language teaching (CLT) has led to the neglect of one crucial aspect of language pedagogy, namely the context in which that pedagogy takes place. (Author/VWL)

Examines lesson planning in light of recent research and discussion of foreign language learning and teaching. Aims to give beginning teachers a sense of the recent history of the teaching of foreign languages in North America and the theoretical foundation of the communicative approach to foreign language teaching. (Author/VWL)

Suggests that debate not only offers teachers a way to integrate language, content, and critical thinking instruction but also prepares English-as-a-Second-Language learners with the types of communication skills they will need in academic and work environments. (Author/VWL)

Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)

Responds to an earlier article that illustrated how metaphorically applying chaos and complexity theory to language teaching, second language acquisition, and the observed lesson can alter perspectives about how these things are viewed. Suggests that chaos and complexity theory could also help see the following areas in a new light: syllabus…

Discusses the role of culture in second language instruction; Examines properties of culture, culture as a product of human activity, culture as a shared product, culture as an artificial product, cultural diversity, cultural relativism, cultural sensitivity, and stages of cultural awareness. Focuses on how to teach cultural knowledge, and the…