Examines how preservice second language teachers navigate through the difficulties of introducing cooperative learning into their classrooms during student teaching, despite the fact that this approach differs from their cooperating teachers' customary teaching strategy. (Author/VWL)

Demonstrates the need to bridge the gap between theoretical descriptions of discourse and type of language description that should be used in the English for academic purposes classroom in accordance with recent approaches to teaching a second language. Compares accounts of causal metatext from a sample of textbooks on academic writing to results…

Identifies six key approaches to the teaching of English for academic purposes (EAP): inductive learning, process syllabuses, learner autonomy, authenticity, technology, and team teaching. Reasons for the emphasis on these approaches are given. Concludes by arguing that a greater emphasis needs to be placed on methodology in EAP. (VWL)

Focuses on the importance of background or schemata in learning to read and discusses how to help students use their background knowledge for reading. Suggests teachers need to activate students' prior knowledge of a topic before they begin to read. (VWL)

Considers why technology has not lived up to it expectations in bringing about improvements in language learning. Looks at a Website that offers a considerable volume of ICT training materials for language teachers, the ICT4LT website (http://www.ict4lt.org). Examines the aims behind the site as a whole and the pattern of visits to different…

Discusses a goal-based approach to African language instruction, which seeks to integrate the overall interests and specific goals of the learner with the language learning and teaching objectives. Shows why content based and language across the curriculum programs may not adequately account for students' needs and interests. (Author/VWL)

Suggests that one avenue for developing the communicative aspect of English--through using other languages--and in the process, enriching the learning process for students so that it becomes "value-added." (Author/VWL)

Presents a constructivist rationale for introducing virtual reality in language learning and teaching and describes various virtual reality environments that are available. Ways of implementing constuctivist learning through virtual reality are suggested as well as basic guidelines for successful implementation in the classroom. (Author/VWL)

Reports research into teachers' attitudes to grammar and its teaching and learning within an English for academic purposes context. Responses from 48 teachers in British university language centers produced both quantitative and qualitative data. Results indicate the majority of teachers appreciate the value of grammar for their students and…

Describes a two phase experiment that was conducted at the university of Ottawa using audiocassettes and multimedia while teaching French, specifically French phonetics, intonation, and pronunciation, to a group of low-intermediate level language students. Looks at whether receptive and productive skills are influenced by the explicit teaching of…

Argues for the importance of teaching literature in English departments in Chinese universities. Presents a number of countermeasures to combat policies promoting a shallow "pragmatism" in English teaching in China today. (Author/VWL)

Examines the use of drama and dramatic activities in English language teaching by reviewing some of the theories behind the use of drama with learners of English and then by studying some practical procedural strategies such as lesson preparation, students' language needs, and classroom organization. (10 references) (GLR)

Discusses reading as a receptive skill in relation to current foreign language learning and teaching theory. Three types of reference in texts are defined (reference to the outside world, textual reference, and situational reference), and selected examples of these types in adapted texts are reported and analyzed. (26 references) (GLR)

Attempts to identify some features of novels that provide unusual educational and linguistic opportunities for the learner. Some of the difficulties both teachers and students may experience in using novels are examined, and sample materials that have been devised to overcome these difficulties are described. (GLR)

Focuses on how students' mode of communication during their first year in a French immersion program evolved from implicit to explicit, physical to verbal, and simple to complex. The linguistic and psychological reasons behind the program's success are discussed and benefits to the students are described. (25 references) (Author/VWL)