Focuses on how the poetic function of language, through the use of Postcolonial literature, can be extended to teach the communicative and cultural functions of non-native language use in once colonialized countries. (Author/VWL)

Describes a performance-based task, within real-life contexts structured specifically for a ninth grade English-as-a-Foreign-Language class. The task--a book project--was used as an alternative assessment of the acquisition and application of English studies as a foreign language in Israeli schools. (Author/VWL)

Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes. (Author/VWL)

Describes several techniques using older technology to develop listening and speaking skills, and explains how readily available materials (transparencies, slides and tape shows, miming and pairing, commercial video, audiotapes, videotapes) can be used effectively in the classroom as well as in the laboratory. (seven references) (GLR)

Discusses the different approaches to teaching reading to young Nigerian children. Points out the merits and demerits of the approaches. Alerts readers to the urgent need to open up studies on what is the best approach to teach reading to Nigerian children. (MG)

Reexamines the instructional contributions of different approaches to teaching pronunciation, such as Audiolingualism and the Silent Way,and proposes a new student-centered technique for dealing with the teaching of segmental features of Brazilian Portuguese. (Author/CB)

A discussion of gender differences in human development and language use is followed by reports of research on styles and strategies in learning a second or foreign language. Instructional implications for second-language classrooms are highlighted. (Contains 100 references.) (Author/LB)

Focuses on beginner foreign-language classes at the university level with the goal of identifying the types of learners who participate in "languages for all" programs and how their needs can best be addressed during the first weeks of the course. Students' initial learning needs to be compensated by the development of various kinds of awareness…

The efficacy of different methods of teaching English for Special Purposes (ESP) was studied, with focus on whether the communicative method is compatible with the goals of ESP teaching. The role on ESP learning of general English taught at high school was also examined. (Contains 15 references.) (LB)

The preparation of second-language students for the academic mainstream is discussed. Consideration is given to the essential role of personal experience in learning, language acquisition, and academic reading/writing and to assessment of the implications for the English-as-a-Second-Language classroom. (Contains 56 references.) (Author/LB)

English-as-a-Second-Language data show number and person play a role in establishing cognitive continuity of textual occurrences. In such cases, number/person errors are global, affecting text comprehension. Global grammar proposed here can present language features that are to be learned in contexts that render those features cognitively and…

Discusses the use of Chinese-language television commercials from Taiwan in intermediate courses on Chinese as a foreign language. Television commercials have been found to be stimulating aural, visual, and cultural input that can provide intermediate learners with interesting, even provocative, topics to discuss. (11 references) (MDM)

Examines second-language instruction at the primary school level in Ireland, where there is significant demand for instruction in languages other than the mandatory Irish and English. An argument is made for a language awareness approach to introduce students to a third language. (39 references) (MDM)

Discusses the role of picture storybooks in developmental education, indicating that these deceptively simple books can provide interest and variety to the classroom, offer self-confidence to hesitant and language-diverse students, and easily remedy gaps in background knowledge for many different content areas. Includes possible example…

Drawing primarily from theory and research in the cognitive literature on learning, this paper defines and illustrates the various components of task knowledge and attempts to show the functional relationship between task knowledge and autonomous learning. An approach to learner training that is (task) knowledge based is discussed. (54 references)…