Suggests that music and drama offer excellent opportunities for "pleasant repetition," a practice of structures and vocabulary that is motivational and contextualized. (Author/VWL)

Describes the teaching principles of Catalan as a second language, applied by two teachers in an immersion program. Discusses results of an analysis based on an approach called "teacher thinking." The viewpoints of the teachers have allowed the researchers to define teaching principles of Catalan, or the general strategies that the…

Explores the potential of a corpus-based approach for promoting language awareness in student translators. Examines principal criteria required to produce a good translation and discusses obstacles to language awareness that can be found in the classroom: resistance to correction, lack of motivation, and lack of awareness of the distinction…

Teaching materials for university-level second language learners were created with the aim of raising the learners' awareness of the rhetorical organization and salient linguistic features of essays. The teaching method relied heavily on explicit instruction and essential metalanguage. Concludes that explicit genre-based instruction with the…

Examines the theoretical and practical rationale for processing instruction as a method of incorporating grammar instruction in a communicative foreign language approach. Presents results of a study on the role of processing instruction on the learning of the Italian future indicative tense by a group of English-speaking students. Results…

Presents contrasting views on the sequencing of verbal-complement structures. The first article has been reviewed by the editorial panel and accepted for publication; the second is a commissioned response, to which the author of the original author is invited to reply. (Author/VWL)

Provides a historical overview of trends in teaching English in Korea. (Author/VWL)

Used responses to a questionnaire to examine preferred textbooks used by German faculty in first- and second-year German college courses to identify the perceived strengths and weaknesses. Responses also confirm the divide between advocates of current language learning theory and traditionalists in the professions. (Author/VWL)

Examines the assumptions behind three attempts to introduce formulaic language into second language teaching. Contextualizes the discussion by briefly outlining the nature of formulaic language as a phenomenon. (Author/VWL)

Discusses what to look for in identifying language disorders in culturally and linguistically diverse exceptional students (CLiDES). Describes Roseberry-McKibbon's Dynamic Dozen, highly successful teaching and learning strategies for working with CLiDE students. (Author/VWL)

Discusses the general thrust and outcomes of using a multimedia approach to teaching French as a foreign language at Western Australia University. Focuses on the main aims of the cultural studies program at the university and how these were adapted to suit the multimedia environment. (Author/VWL)

Describes an online approach through using a MOO, a computer program that allows students to share text-based virtual reality. The goal of the program was to build an environment that both enabled practice in the target language and sustained reflection on the processes of cultural production and reception. (Author/VWL)

Describes the Language-Content-Task (LCT) framework, which highlights three areas of academic literacy around which teachers organize their sheltered English instruction. Used the LCT framework to examine instruction in middle school social studies classes. (Author/VWL)

Examines English-as-a-Second-or-Other-Language learners preparing for further academic studies with a focus on their reading abilities at both the pedagogical and real-world level. Discusses how use of reading journals in extensive reading and post-reading activities open up their minds to read the minds of English writers in different contexts.…

Reports on a year-long study of three biology teachers' language integrated biology teaching to nonnative English speaking students. Used extensive classroom observations and interviews to provide a portrait of these teachers' working with multilingual, multicultural, and multilevel students. (Author/VWL)