Examines multilingual settings in Canada and Germany and explores the differentiation between second- and third-language acquisition as well as the differentiation between acquisition and learning. The article outlines priority areas for further research and presents the prospects for a greater recognition of multilingualism as a resource in…

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…

Presents a five-step model for organizing instruction to focus on using the second language for real-life communication. These steps are listening to the spoken language, learning how the language works, building skills, role playing, and speaking in real-life situations. The teacher's role is to ask for more precise effort from the students. (CK)

Discusses techniques for teaching descriptive adjectives in second-language classrooms that rely on humor to help relieve the stress of learning situations. Specific examples of Spanish adjectives and humorous phrases are provided. (contains two references) (MDM)

Complains that no one learns a second language from studying it at school. Attributes this problem to the fact that no opportunity exists for conversation to reinforce what is being learned. Suggests working in rotated pairs to provide conversational practice. Calls for bilingual texts and lessons and for taking advantage of having bilingual…

Based on classroom experience, this article discusses the advantages of research project writing rather than "portfolio" writing. Projects are more focused and can prepare students for study in their field. (eight references) (KM)

Longitudinal research has demonstrated that English abilities of deaf children remain below that of hearing children. Vygotsky's perspective on language and cognition is used to support an alternative approach for the study of English. (15 references) (LB)

Offers a group approach method to learning new structures in German. Students practice one pattern by constructing sentences in a simple, mildly competitive board game that can easily be put together by the teacher. (GLR)

Given the lack of guidance for teachers regarding the role of explicit grammar instruction in the proficiency-oriented classroom, an experiment investigated how well students are able to read, learn, and use targeted grammar structures on their own. Results suggest they can learn certain kinds of linguistic structures anonymously, but others…

Outlines the techniques of four skills in using slides in an English-as-a-Second-Language classroom, and considers the possibility of using teacher or student-made slides generated by special projects. (14 references) (GLR)

The Confucian educational tradition and the national examination system shape Chinese students' learning styles. A study of 1,076 students studying English as a foreign language suggests that modern Chinese students are receptive to newer methods and learning styles but that this openness declines with increased exposure to foreign teachers. (19…

The effects of a task-based vocabulary learning technique that focuses learners' attention on the underlying meaning of a word were investigated. The words came from Xue and Nation's University Word List. The experimental exercises encouraged high quality discussion and increased utilization of context clues to determine word meaning. (26…

Examines major principles and characteristics of cooperative learning, various instructional approaches, and the findings of cooperative learning studies in elementary and secondary schools. The relationship between cooperative learning and language learning is discussed. An annotated bibliography is included. (46 references) (LET)

A study of six adult learners of English as a Second Language provides some evidence to suggest that pushing learners to produce more accurate output contributes to acquisition. The data also demonstrate how this might be achieved through focused communication tasks. (Contains 11 references.) (Author)

Provides an overview of the external and internal constraints in relation to summarizing skills and student performance, and suggests pedagogical approaches to mediating the cognitive load. (30 references) (GLR)